May 20, 2016
The relationship between business and design has gone through deep changes in the past years. We are assisting at a convergence between business and design lead by the formalisation and adoption of design thinking and the revelation that good design is good business: many approaches from design have migrated into business and management enhancing the potential of business focused companies.
But there is a very special case of a method that was developed as an answer to a business need that has successfully migrated to design practices.
This is the case of Lego Serious Play: developed from the ’90s to improve the quality of strategic development meetings it has now been adopted by design companies to enhance creative processes, collaboration among different department, promote co-creation and participative design that includes customers, users, designers, and stakeholders.
Presented at #CassCreativity Seminar series on May 4th 2916, you can watch the whole Storyfy from this Link.
June 20, 2014
© Patrizia Bertini
In the past few years, the number of articles published around Lego Serious Play is hugely increased.
The initial theories developed in the mid ’90s, 20 years ago, by Johan Ross and Bart Viktor and put into its current shape by Robert Rasmussen, are today converging and mingling with new trends and emerging needs.
What was supposed to simply be a language, communication tool, problem solving methodology, based on the belief that everyone can contribute to the discussion, the decisions, and the outcome, it has become a tool for exploring, both a crinkly and torn treasure map to be completed with the imagination of the facilitator and the participants, and a hammer to deconstruct and construct new opportunities.
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February 2, 2013
I was reflecting on my experience with architecture students at University of Ferrara and LEGO SERIOUS PLAY. [See the video]
I find amazing how students who did not have any clue about the content and the goals of the workshop engaged in the discussion and raised a number of enlightening ideas about Heritage. They were not asked, neither provided, any books or papers to read, the idea was to understand how a bunch of students in their early-twenties could theorise and think about Heritage independently, critically and collectively.
So, in my research about educative approaches that capitalise on collaboration and collaborative meaning-making, I’ve found about the Harkness Table. For those who are not familiar with it, this is an educative approach introduced in 1931 when Edward Harkness, a philanthropist, challenged Exeter University asking them to innovate education and provided them with an oval table. The idea behind the table, which was meant to allow 12/15 students to sit around together with their teacher, was to create a different approach to education where students were seen as a team and could be encouraged to take part to a discussion, interact and learn about collaborative practices, by reducing the influence of the teacher.
The idea of a class as a team that capitalises on teamwork and encourages interaction among students in a free environment sounded a pretty close approach to that I adopted. The Harkness Table focuses a lot on these concepts, and I’ve found it thrilling. Though the more I read about it, the more the differences emerged.
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