第六周视频2

发布人：王卫肖发布时间：2014-05-12 12:03:17

 

the process of innovation pt 1(创新的过程 第一部分)

When you're in a situation where there's just a ton of certainty, it's actually pretty easy to do strategic thinking. 当你在很确定的情况下，做战略思维其实很容易。You look at the variables, you make a plan and you implement it. 你看到可变因素，你制定计划然后你去实现它。It's like if you want to cook a dish you know how to cook; get the recipe, buy the ingredients, cook it, you're out. 就像你知道怎么去做一道菜，你拿到食谱，购买原料，然后再去烹饪，那么你落后了。But a new chef creating a brand new dish has a totally different process. 一个新厨师创造一个全新的菜品是要有完全不同的过程的。That chef might start by getting inspiration from what other chefs have done and then using their expertise to assemble a bunch of interesting ingredients that might work well together and then trying it and tasting it and getting lots of feedback from other chefs, and then essentially iterating their way to a successfully brand new dish that they didn't even have a conception of before they started.那个厨师可能会先从其他厨师那里得到灵感，然后利用他的专业知识加入一些有趣的烹饪的原料，然后尝试烹饪、品尝并从其他厨师那里得到很多反馈意见，不断重复直到成功地研制出全新菜品，他们甚至在开始之前连个基本的概念都没有。

>> So redesigning whole classrooms and schools. 因此要重新设计教室以及学校。For this new blended learning world, is a lot more like that chef creating that brand new dish, than you or I just simply following directions and roasting a chicken. 这种新的混合式学习的世界，比起你我简单地根据食谱做一只烤鸡来说，更像一个厨师去创造一个新的菜品。There's just no playbook about how to do this. And to be frank, a lot of the software and hardware ingredients aren't all there yet.没有经验告诉你应该怎么做，坦白地说，很多硬件和软件都还不能跟上这类学习的步伐。

>> But this does not mean you can just be wildly experimental and throw it up to saying, oh, Michael and Brian told me to iterate, right. 这并不意味这你可以宣扬，迈克尔和布莱恩曾经告诉我可以重复地广泛地实验。It's more like the scientific process. You create a thoughtful hypothesis and then you figure out a way to test it in the quickest and easiest way possible. 它更像一个科学的过程。你创建一个有思想的假设，然后尽可能地找到一个最快捷和最简单的方法去实验。And then based on that data, you pursue one of two paths. Are there more of what you've been doing or less? It's a rigorous thinking process.然后在那个数据的基础上，你在两个路径中执行其中之一。比你已经在做的多还是少呢？这是一个严谨的思维过程。

>> There are several bodies of thought around how to test, learn, and adjust as you build a solution to a problem.围绕着如何使测试，学习，以及当你建立起解决问题的体系时如何去调整都有一些主体思想。 Design thinking, lean startup methodology and discovery-driven planning. These are each important topics in their own right. But here, just for time's sake, we basically combined them into a survey of these ideas to help give you a process for how you're going to innovate in your own context.设计思想，精益的启动方法，发现-驱动的计划，每一个重要的议题都是他们自己的权利。在这里，由于时间的关系，我们基本上把它们组合成一个调查来帮助你处理如何在自己的环境下创新。 Now the nice thing is, if you followed up with the assignments throughout this course, you're actually going to be in great shape because they parallel these processes already. 现在好的事情是，如果你在这个课程中遵循了任务，那么你真的就有个很好的状态因为它们和这个过程已经非常类似了。So let's dive in.因此让我们深入研究。 When you're doing something new in education but that's relatively similar to what you've done before, the process is actually pretty straightforward. 当你在教育方面做尝试一些新的东西，而这些新的东西又类似于你之前做的事，其实是很简单的。Just think about purchasing a text book. You get a group of people together, you evaluate your options, and you pick the text book and then you roll it out in the classroom like you've always done. But if its uncertain conditions it's totally different. Think about Steve Jobs and Apple launching the first iPod.这就比如你在购买一本教科书，你聚集了一群人，你评估的的观点，选择教科书，然后就像你经常做的一样，在课堂上把它滔滔不绝地讲解出来。但是如果是在不确定的情况下，它是完全不同的。想想史蒂夫.乔布斯和苹果公司推出的第一款i-pad吧。 If they have taken the playbook from Sony on launching the Walkman cassette player they would have missed huge opportunities that this new model allowed for them. Things like the iTunes store or even the phenomenon of streaming music or the marketing idea: 40,000 songs in your pocket.如果他们允许把取自索尼公司的剧本用来研发随身听录音机的话，那么他们将会错失研发新模式的巨大机会。就像是iTunes(苹果公司开发的与iPad搭配的在电脑上使用的音乐播放器和音乐管理器)商店或者流媒体音乐现象和营销理念现象一样：在你的口袋里有4万首歌曲。

 

>> Exactly and Summit public schools one of our protagonists is a lot closer to Apple than the textbook.比起教科书，我们的峰会公立学校更接近于苹果公司。 When they were implementing a model with playlists, that's something that really had not been done before in education.当他们在执行一个模式时，这真的是以前在教育中从来没有做过的事情。

>> So what a change in iteration usually looks like in most schools, and certainly the schools that I worked in. 重复的变化看起来通常发生在大多数学校里，我曾经工作过的学校也是这样。 Is that every year in August we would launch something new. And it's something that we worked over the summer to plan for and create. 因此，我们每年的八月份都将推出新的东西，这是今年夏天我们的工作计划和创造。And whether it's a teacher in their classroom or a school We'd launch it, and then we'd run it for the entire year. 无论是教师还是学校要启动它，我们都会花整整一年来推动它的进程。And we wouldn't change anything during the year. And honestly, we wouldn't really gather data about how it was working or not. 在这一年中我们也不会改变什么，老实说，我们不会真的收集运行情况的数据。Some time in the spring, as we were thinking about the next fall and staffing and budget, we'd be like, should we keep doing that?在春天的一段时间里，我们会思考关于明年秋天的人员编制和预算问题。我们会怎样？我们应该坚持下去吗？ Yes, no, maybe, you know, whoever was at the table, it was sort of arbitrary how it'd be decided. 是的，不，也许，你知道，这是一种随意的决定，这取决于谁参与了这种思考。And that's kind of what got happen, what happened for the next iteration. It wasn't disciplined, it wasn't focused, it wasn't data-driven. So we knew we needed a different process. 这是怎么发生的，下一次迭代重复又会发生什么？这不是惩罚，不是重点，也不是驱动。我们知道我们需要一个不同的过程。And so we found and adopted the Lean Startup by Eric Ries. As an iterative process for what he calls the Build-Measure-Learn cycle. 所以我们发现通过埃里克•莱斯曾来精益启动。这是一个迭代过程，他称之为建立衡量学习周期。 Where you actually build something but your intentional about your build. What problem are you trying to solve? You in advance say what am I going to learn from this? What am I going to measure if it's successful? And then you actually intentionally gather that data measure it, learn from it, and then you don't just go do it again or not. You actually iterate on what you done based on that measurement and that learning. 你建立的东西，策划它。你想解决什么问题？你提前告诉我怎么学呢？如何它是成功的，那么我应该去衡量什么？然后你真的有意收集数据的测量它，学习它，然后你不去再去做它。你真的在进行迭代的基础上完成的测量和学习。

>> So when you're implementing something in education that's totally new and unfamiliar, we suggest a framework that has six key steps. 所以当你在教育中执行一些东西，而这些东西都是完全新的或者是不熟悉的，我们提出了一个框架，这个框架有六个关键步骤。The first step is to get clear on your objectives. You need to know your desired goals. Then figure how you're going to measure results. How will you know if you're succeeding or failing? And what data will you need to be measuring? 第一步是要弄清楚你的目标。你需要知道你想要达到的目标。然后找出你要测量的结果。你如何知道你是成功还是失败？什么数据将需要测量？Step three is to commit to action. The learning happens by doing. So you create many tests that allow you to figure out what is or is not working. And then you collect feedback from the students and the teachers involved. 第三步是承诺付诸行动。学习是通过做来完成的。你创造了许多测试，让你找出什么是或不是工作。然后你收集参与学生和教师的反馈数据。

>> And lastly, you keep iterating your way to success by doing more of what's working and tweaking what's not. 最后，你在通往成功的路上不断地做更多的工作和调整来重复迭代。Being clear on your objectives is essential so you're not just floundering your way through this process. And remember your objective is not about technology itself. You're not just saying my goal is to have iPads in the classroom. Because that's self-referential. It's always about the learning you're trying to create, and the way that you think technology will help you get there.明白自己的目标很重要，因此你不仅仅是在这个过程中挣扎，记住你的目的不是技术本身。你不能把目标仅仅定位在教室里有i-pad设备，因为那只是一个参照。这就是你想创建一个学习模式，而技术只是帮助你达到那个目的而已。

>> In step two, figure out how you're going to measure your results. And figure out what your data that you're actually going to use, so that you know if you're being successful or not. 在第二步，找出你如何衡量结果的方法，找出你真正将要使用的数据，你就会知道你是成功的还是失败的。Now when we talk about data, we don't just mean test scores. 现在我们谈到的数据不仅仅指的是考试的分数。You can use those but you can also use things like student engagement, how much time are they spending with teachers, factors like that that lead you to understand if your model is actually being successful.你可以使用考试的分数，也可以看看学生的参与数据，他们花多长时间和老师学习等，这样你就可以明白你的模式中实际上的成功的因素是什么。

>> Committing to action is really important because this can't just be a theoretical exercise. It's like a chef when they get their ingredients together, at some point they have to put it in the pan and see what happens when you introduce heat and have the flavors melt together. 付诸行动非常重要，因为它不仅仅只是一个理论探讨。就像是一个厨师把他做菜的原料混在一起放进锅里，然后通过加热，让味道融合在一起。And in education, that happens when you put this in front of real students. You have to be willing to get your hands dirty and try these ideas. Otherwise it's just all an exercise of thinking on paper. So roll up the sleeves and try this work as part of committing to action.在教育中，当你把这个行动呈现在学生面前时会经常发生。你会愿意卷起袖子大干一场去尝试这些想法。否则，它只是纸上谈兵。所以，卷起袖子致力于行动之中吧。

>> The important thing though, is that as you try out these ideas, you're not doing so in these big high-stakes roll-outs that have just huge risk if you get it wrong out of the gate.重要的是，虽然你在尝试这些想法时，如果你入错了门，你会付出很大的风险，但是这不是高风险赌注。（？） Instead, you want to really create many tests in step four that are just really cheap, low cost ways to test out ideas and prototype really rapidly.相反，在步骤四中，你会以低成本的方式创造出很多实验来快速地检测你的模式。And what a lot of people call a minimum viable product, or an MVP. Basically, a way that allows you to test really, really quickly whether something's going to work, so that you have time to iterate.很多人叫它最低可行性产品，或者MVP（最低可行性产品）。基本上，是一个允许你快速检测每个环节是否正常运行的方式，以便于你有足够的时间去迭代重复。

>> It's like you're designing a new phone interface, you don't build the whole software code and release it to the world. You might start by taking your phone and just sticking a post-it note on it. And drawing the sort of, experiences that you want the students, or the users to have. And then you can tear through post-it notes before you even write a, a line of code, you can learn a huge amount.就像你在设计一个新的手机界面，你没有建立整个软件代码就把它发布于世。你可能会拿着你的手机仅仅贴上一个便签纸，然后画上你想要让你的学生或用户拥有的经验。然后你可以在撕掉标签纸之前就已经写好了一行代码，你会收获很多。

>> One example of how we learn that prototyping is so important to the innovation process is when we didn't do it actually is when we decided to go through every single step and like, get ready to release like, a new tool for our students without going through and examining what it would look like for one student.我们如何学习，原型是创新过程中非常重要的。当我们没有实际这么做，当我们决定去通过每一步，就像是没有经过检测就为学生发布一个新工具一样。 And halfway through Thanksgiving break. 30 hours into the project I'm like, two people are on the phone. We're like it doesn't show up on his computer, like I don't know why. Like, the links aren't working and I'm not sure why. So then we had to stop, we had already created something for 200 students at that point, and we had to go back every single step and see where we went wrong.感恩节假期已经过半，我好像进入这个课程已经30个小时，两个人在打电话。我不知道为什么似乎这不出现他的电脑里， 好像链接运行的不正常，我不确定为什么。所以我们必须停止，我们已经在这点上为200个学生创造了一些东西，我们需要停下来检测每一个环节，看看我们错在哪里。And in those hours of re-correction like, it was a lesson over and over again. Like great, this is why you do small batch testing and this is why you have to prototype right away because you are able to get a tool into the hands of the users as fast as possible and then you can iterate from there on out instead of having to spend anytime fixing what doesn't make sense.在重新校正的这几个小时里，就像是一遍又一遍的教训。这就是你为什么小批量地测试，这就是为什么你必须使原型蓝本是正确的，因为只有这样你才能使工具快速地到达用户的手里。然后你才能腾出更过的时间去重复迭代而不是花时间在毫无意义的事情上。

>> Typically in education when we try something new it's a multi-year process with huge planning teams and we spend a ton of money and do all these things and then finally give it to students to see if it even is a good idea or not and its almost the opposite of an MVP. And in comparison there's a school that we support at Silicon Schools that's called Caliber Schools, and they took a much more MVP approach.通常我们在教学中尝试一些新的东西需要多年的规划，庞大规划团队，还需要投入很多的资金去做这些事，然后最后把它运用在学生身上去检测这个想法是否是正确的，这几乎是与MVP（最低可行性产品）是相背离的。在比较中，我们支持的硅谷学校联盟中有一个叫做硅口径学校，他们尝试了很多最低可行性产品的方法。They decided to start a summer prototype to try out their ideas before they even opened their school. 在他们开放学校之前，他们决定开设一个夏季模式来尝试他们的想法。Caliber wanted to test out what kinds of support students would need to be successful in their model. 硅口径学校想要测试出在他们的模式中，学生需要什么样的支持。 Or whether students without much computer experience could be taught to code. Or what kind of teachers could be most successful in their model. By building a real laboratory, they could test all these ideas out in person versus just a hypothetical argument on paper.没有太多计算机经验的学生可以学习编码，在他们的模式中什么样的教师是最成功的，通过建立一个真正的实验室，他们可以测试出这些想法是否是个纸上的假说。

>> And just think about how much easier this is to do when you're doing it in a summer school outside of the normal school environment. Just as the theory proves true or doesn't prove true, you can make adjustments much more easily. And after school is actually a very similar space for you to be able to try these sorts of ideas out and have that freedom to iterate.只要想想你在相对于师范学校环境之外的暑期学校做这件事容易的多。正如理论被证实是正确的还是错误的，你可以更加容易地去调整。放学之后你真的能够试验这些想法并拥有迭代重复的自由时间。

>> And when you're in this prototyping stage and you're coming up with new ideas, remember how important it is to get lots of different people as part of this process. So you can actually think outside of the box.当你处于这个原型的阶段，你将会想出很多新的点子，让许多不同的人成为这个过程的一部分是多么的重要。因此你能够真正地跳出盒子想问题。

>> I think the beauty about prototyping is that you don't need that many tools, you just need a mindset and you need a process, and so really, the way we started prototyping is we took butcher paper and we just threw up slabs of butcher paper on a wall and we said, identify the problem, look, anything that bothers you just write it up here.我认为关于原型的好处就在于你不需要太多的工具，你只需要一个心态，一个过程， 所以真的，我们开始我们的模式时需要把纸贴在墙上，找出问题的所在，然后把困扰你的问题写在上面。And anyone who has a solution to it, do the same. Take a marker. Write, go. Use your brains. Be creative. Let's be a team. 如果谁能有解决问题的办法，也写上去。做个标记，动动脑筋，要有创造性。让我们成为一个团队。And then as we saw the problems formulating. Then we just made many teams. And we thought through different problems, came up with different proposals, brought it back to the team, and enacted it within a week. 然后我们就看到了问题的规划。我们会分为很多组，我们通过不同的问题提出不同的建议，然后我们把这些建议在反馈给小组内，我们在一周之内完成。so that was a really powerful way for us to ensure that the teachers are the drivers of innovation and the teachers were a part of the design process. Because they were the ones who best able to identify the problems right off the bat.

这是我们确保教师是创新和驱动程序设计过程的一部分，这是一个非常强大的方式。因为他们是那些最能发现问题群体。