Development of a D-T-C based Idea Generation Convergence Tool

Kim, K. (2020). Development of a D-T-C based Idea Generation Convergence Tool.

In SH. Paik, KH. Cho, M. Ha, & YH. Kim (Eds.), International Conference on the Advancement of STEAM 2020 : Borderless Connectivity (pp. 53-56)

Development of a D-T-C based Idea Generation Convergence Tool Kwangmyung Kim a* a

Wisdom Creative Research Laboratory, 241, Cheonho-daero, Dongdaemun-gu, Seoul, 02603, South Korea

Abstract: This paper focuses on the development of educational tools that support D-T-C thinking as a creative problem-solving process. After the theoretical consideration of D-T-C thinking, basic requirements for education-based idea generation tools were derived and we developed the improved products three times in accordance with the problems and requirements for each development process.

Educational tools that support problem-solving processes should be the main function of supporting idea generation but it also should be able to organically perform not only the divergence process but also the transformation and convergence phases. They also should support selective iterations of divergence /transformation/convergence methods as needed. Thus, the "Wow idea board" was developed for three times to provide organic D-T-C idea education depending on the various user environments. In addition, through NFC and QR code, it was connected to an online platform that supports online manuals, idea topics, stimuli, and idea uploads. In the future, it is necessary to study the utilization of the wow board by sector and develop the wow board that can carry out creative cooperative activities in ‘Untact’ situations.

Keywords: Creativity, D-T-C thinking, Idea generation techniques, Idea generation tool, Wow idea board

1. INTRODUCTION

used to attach post-it to large colored paper or whiteboard.

In addition, there are no products or systems that support creative idea generation by linking online and offline.

Therefore, it is imperative to develop online and offline idea-making tools and platforms that enable organic D-T-C idea training according to various user environments. This paper discusses the development process of collaborative tools capable of D-T-C idea and on-and-off-line linkage operation and the results so far.

Creativity is an indispensable growth factor in all fields, including education, culture, economy, and arts.

And it has become a competitive advantage for businesses and countries. Accordingly, the education world is also trying to develop students' creativity, problem-solving skills, collaboration skills, and even personalities by using various teaching methods such as project-based learning, problem-based learning, action learning, and flip learning.

Most of these various teaching methods include creative problem-solving processes, which basically go through the repetitive thinking process of divergent thinking-transformation-convergent thinking. And the specific methods of implementing these are commonly used in a lot of divergent and convergent thinking methods such as brainstorming, SCAMPER, PMI, KJ method, and multiple assessments.

However, there are still few specialized tools in Korea that help effectively carry out and train idea divergence-transformation-convergence and are mainly

2. THINKING PROCESS OF D-T-C The D(divergence) T(transformation) C(convergence) thinking is the idea proposed by C. Jones (1980) that the process of design thinking undergoes processes of divergence, transformation, and convergence. Divergence is the stage where various thoughts are expanded/emitted by enlarging the search area of the solution. Transformation is the step of analyzing relationships to find meaningful patterns and synthesize them into concrete solutions.

Convergence is a phase of reducing/collecting into appropriate solutions that meet the goal.

Heung-ryong Woo (2001) generally defined design as a creative problem-solving process toward a

__________ Manuscript received June 11, 2020; revised June 21, 2020; accepted June 26, 2020.

 Corresponding author. Tel.: +82-2-2245-0260; fax: +82-22246-1788; e-mail: luke17331004@gmail.com

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destination, and among them, the idea development part was regarded as a core part of design work.

It is said that the development of creative thinking is a problem-solving process for deriving new and useful ideas. Basically, divergent thinking is the main process, but it goes through appropriate processes of divergence, transformation, and convergence as well as it reaches concrete results from abstract concepts. It was also said that each step of the D-T-C idea could be cycled repeatedly as needed to achieve the goal. The above discussion can be summarized as shown in Fig. 1.

3 4

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Make sure that the divergence-transformationconvergence methods are linked to a single tool and visually clear.

Even if several people sit around and use tools, they will be able to see each other's ideas well.

Make sure that you are connected online based on offline processing.

Easy to store and carry.

In the case of the early idea process, it was run through online brainstorming with the members. At this, we were inspired by the concept of rotation, acceleration, and the movement to the center by a spinning food table in a Chinese restaurant and a traditional Korean folk game called Ganggangsullae.

(Fig. 2, 3) Through this, we were able to get clues about ideas posted and rotated through ideas reference, hitchhiking, and moving ideas to the inside (center) through checkbox evaluation. And this was subsequently embodied in a core function, a three-layered rotating board that could be rotated independently.

The three-layer rotating board enabled ideas to be diverged and converged and enabled PMI and randomword techniques. In addition, it makes the rotating plate separated from the main plate so that the main plate could be classified as an idea.

Fig. 1. D-T-C Repetitive Circulation Model.

Therefore, educational tools that support problemsolving processes should be the main function of supporting idea generation, but should also be able to organically perform not only the divergence process but also the transformation and convergence phases.

They should also support selective iterations of divergence /transformation/convergence methods as needed.

For example, even if we consider only the most famous and most used brainstorming, the divergent process is the main, but it can be seen that the organizational stage, evaluation, and selection stage are organically linked.

Fig. 2. Online brainstorming for idea thinking tools

3. DEVELOPMENT OF D-T-C BASED IDEA THINKING TOOL; WOW-IDEA BOARD Based on the content derived from the above discussions and general requirements, D-T-C idea support tools have been developed for collaborative problem solving, called the 'Wow Idea Board', and the process is as follows.

3.1. First Development Considerations for initial development were as follows:

Fig. 3. Ganggangsullae, a traditional Korean folk game

Online and offline links were attached to the mainboard with NFC Antenna so that they could be connected to the idea thinking support platform. (Fig. 4) Therefore, they could receive support for ideas, stimulators, and upload ideas that they had come up with.

Table 1. Initial Requirements List.

No 1

Initial requirements As much divergence, transformation, and convergence techniques as possible may be used.

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Development of a D-T-C based Idea Generation Convergence Tool

Specifically, using the main board of the Wow Board, the three-layered rotating disk, and the grid of the main plate, you can carry out a variety of divergent and basic transformation/convergence techniques, including brainwriting and drawing, random words, PMI techniques, lotus blossom techniques, SCAMPER, KJ methods, and multiple voting.

Also, the checkbox was printed on the adhesive sheet to allow multiple votes without a dot sticker.

The following Fig. 5 embodies the ideal.

main plate.

In addition, separate storage boxes and set bags were also produced.

Fig. 6. Wow idea board Plus – 2nd Generation Fig. 4. Online and offline linkage conceptual diagram

Fig. 7. Usage of Wow Board Plus - H Elementary School, Seoul

3.3. Third Development Since the development of Wow Board Plus, brisk sales have been made to elementary, middle, and high schools across the country. And it has been mainly used in classes of senior teachers and teachers leading innovation classes. The Wow board was used in the Problem Finding/Defining and Ideating stage in the social impact PBL (Project Based Learning) class model of Juhyun Kim, a teacher in charge of technology at YeongDeungPo High School, which is introduced as an exemplary case of convergence class.

It was also actively used in classes such as design thinking, maker education, and problem-solving learning.

The problems and requirements found in this process were as follows:

Fig. 5. Wow idea board Star – 1st Generation

3.2. Second Development The problems and requirements found through the sale and operation of the initial product were as follows: Table 2. List of issues and requirements found.

No 1 2 3 4

Problems and Requirements If stored rolling in storage and operation, the product will be deformed, making it difficult for the next use.

The star-shaped main plate is fresh but takes up too much space to have a desk space Desirable for use more tools to come up with ideas The back of the mainboard is useless, so It would be better to use the back

Table 3. List of issues and requirements found.

To reduce the size, we changed the shape from a star to a round square, and the material was changed from PVC to PET. In addition, a checkerboard grid was printed on the back so that it could be used for systematic classification and evaluation to enhance overall utilization.

The idea card was only PMI, but OCU, SCAMER, 5W1H, Attribute listing, Defect/Desire Listing cards were added, and it was attached as a Velcro with the

No

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Problems and Requirements It would be great if the back of the main plate could use more sophisticated evaluation methods, such as Now-How-Wow and Decision Matrix, in addition to classification and arrangement purposes.

The volume and area of the main plate are too large for elementary school students to use. It would be great if it was about two-thirds smaller.

It would be great if the main plate will be solid

Kim, K.

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without fluttering.

Various technique cards should be easy to find, easy to store, and organize.

It would be great if attached to the blackboard.

Plus, the mainboard and the technique card could be attached by magnetism.

It would be great, post the results on my desk.

The techniques available for the D-T-C process using the third-generation Wowboard are shown in Figure 9, and the detailed usage can be referred to in Appendix 1.

5. CONCLUSION For the development of creativity, educational tools based on D-T-C thinking were developed three times and named Wow Idea Board. In the future, more research is needed on the utilization of Wow Idea Board by subject and subject convergence, research on online and offline linked Wowboards, and individual idea tools that can smoothly carry out D-T-C ideas in non-face-to-face and non-contact situations is needed.

APPENDIX A [1] Kwangmyung Kim. (2020). Wow board Online User’s Guide, Wisdom Creative Research Lab, Seoul.

Shared address: http://bitly.kr/nDNlBSVB97

Fig. 8. Wow idea board Plus Magnetic – 3rd Generation/ Utilizing the Blackboard Attachment of Wowboard

REFERENCES [1]

[2]

[3] [4] [5] Fig. 9. List of available techniques for wow board according to D-T-C stage

In the aspect of hardware, the third-generation wow board attaches the PP panel to both sides with the EVA in the center, and in the meantime, the magnet was stuck so that it is solid and light, and the mainboard and the technique card are self-contained. In addition, the mainboard can be attached to the blackboard or placed on the desk using a package to enhance the completeness of the product. (Fig. 8) Also, the use of the backside was enhanced by allowing the use of the Now-How-Wow technique and the Decision Matrix.

The eight assessment criteria required for this assessment are included in the technique card package.

Jung-Pyo Hong. (2016). Class of Idea Generation for Creative Thinking, KSDS Conference Proceeding, pp. 48-49 Kwangmyung Kim. (2015). On-off line Blended Teaching Methods and Cases using Wow-board, SMART EDUCATION ASSOCIATION Conference Proceeding J. Chiristopher Jones. (1981). Design Methods, Willey, pp. 64-68 Heung Ryong Woo. (1996). Design Thoughts & Methods. Changmi Publishing House, Seoul Heung Ryong Woo. (2001). A Computer Mediated Design Development System for Design Innovation. Archives of Design Research, pp. 77-85

Kwangmyung Kim received a doctorate in design from Seoul National University of Science and Technology in 2008. His research interests include design thinking, design research, design methodology, creative idea development, service design, STEAM education, interface design, SW solution development/design, product design, ontology, etc.

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