Macro-dissemination of Maker Cultures: 21st century competencies through an Ideaton

Abstract

With the aim of fostering innovation culture and entrepreneurship through directed ideation, a co-technocreative competition was held for 1000 high school students during the 2018 Innovation Festival Epicenter in Jalisco, Mexico. The competition objectives were aligned with the Sustainable Development Goals (SDG) of the UN, where the methodology was based on evoking practical and innovative solutions to the local problems of the eight strategic sectors of the state. The prototyping activity, guided by the Trayekta canvas, was characterized by the inclusion of programmable microcontrollers, sensors and motors, which allow the development of 21st century competencies, such as creativity, collaboration, critical thinking, computational thinking and problem resolution. The follow-up to participants was established for a year using a digital platform. The logistic scheme made in collaboration with the Ministry of Innovation, Science and Technology (SICyT) and the research design proposed between three universities in Mexico, Canada and France, are presented in this paper. With the aim of fostering innovation culture and entrepreneurship through directed ideation, a co-technocreative competition was held for 1000 high school students during the 2018 Innovation Festival Epicenter in Jalisco, Mexico. The competition objectives were aligned with the Sustainable Development Goals (SDG) of the UN, where the methodology was based on evoking practical and innovative solutions to the local problems of the eight strategic sectors of the state. The prototyping activity, guided by the Trayekta canvas, was characterized by the inclusion of programmable microcontrollers, sensors and motors, which allow the development of 21st century competencies, such as creativity, collaboration, critical thinking, computational thinking and problem resolution. The follow-up to participants was established for a year using a digital platform. The logistic scheme made in collaboration with the Ministry of Innovation, Science and Technology (SICyT) and the research design proposed between three universities in Mexico, Canada and France, are presented in this paper.

Complex thinking through a Transition Design-guided Ideathon: testing an AI platform on the topic of sharing economy

“…Figure 1 showed the challenges that arose before and during the Ideathon: low response from students due to the winter vacation and difficulty in designing the maps requested in the Transition Design activities with the theme of sharing economy; however, despite the difficulties, all participants managed to complete the agenda activities on time. Against the unexpected in the process, following the recommendations by Sanabria-Z et al (2020) regarding what should be taken care of when carrying out an Ideathon contributed to the successful completion of the activities (e.g., duration, numbers of students per table). Furthermore, the overall Ideathon setting was in line with what Haro (2018) mentioned regarding the role of the Ideathon: promoting a culture of innovation was achieved by using 4.0 technology, the event was held simultaneously in different venues, and the products generated by the participants were shared online.…”

“…The implementation of an Ideathon, which can be either face-to-face or virtual, has been applied to a variety of topics, including developing methodologies to enhance creativity (Yudina et al, 2021), preventing disasters through location-based gaming (Uesugi and Moriyama, 2020), supporting community development and revitalizing urban areas, and providing maker-driven solutions to regional strategic sector issues (SIC, 2021). The Ideathon implementation was based on module II of the program developed by Sanabria-Z et al (2020), which integrates the following general recommendations: workshop rooms limited to 25 participants at tables with a maximum of 5 individuals; one instructor and one facilitator for mediation per room; 6 h of work including an opening and a closing conference, and a central screen displaying general instructions. Thus, while the Transition Design guides the participants in the operation of the on-screen activities, the Ideathon umbrella marks the big stages of the event to orchestrate the activities in the different rooms or venues.…”

“…Figure 1 shows the establishment of the Ideathon, which setting was based on Sanabria-Z et al (2020). The starting point was the provision of an instructional design guideline that contemplated three types of models according to Hamal et al (2022): domain model (sharing economy), pedagogical model (Transition Design) and learner model (Ideathon).…”

“…The studies that served as the basis for determining the use of the Transition Design technique were those of Irwin, (2015), Juri et al (2021), Bosch-Gómez et al (2022), Cowart and Maione ( 2022), Irwin et al (2022) and Sanabria-Zepeda and Santana-Castellón (2022). The studies that served as guidance for the choice of an Ideathon to carry out the proof of concept of the platform with AI were those of the University of Washington (2016), Sanabria-Z et al (2020), Uesugi and Moriyama (2020), Barrow (2021), SIC (2021) and Yudina et al (2021) and the latter was key for the implementation because the recommendations regarding space, furniture, duration and the number of facilitators and instructors per mediation and room were considered. On the other hand, the studies by Castillo-Martínez et al (2022) and Alemán de la Garza (2019) were considered because they address the design and validation process of the instruments that were applied for the present study, the first corresponds to the eComplexity instrument to measure the perception of students regarding their level of mastery of the complex thinking competency and the second corresponds to the Diapason instrument, which allows measuring the perception of the interactive experience with the platform.…”