Celebrating TRIZ in Education, Industry, and Creativity
Your Personal Invitation
and Call for Abstracts and Papers
From Isak Bukhman, TRIZ Master and President of Altshuller Institute
Our 20th annual International TRIZCON2018 is sponsored by the Altshuller Institute for TRIZ Studies and will take place between 6th- 9th May at Purdue University, in West Lafayette, IN. Our theme for this TRIZCON event is “TRIZ in Education, Industry, and Creativity.“ We have a short period for planning, therefore we need you cooperation and timely efforts manage the deadlines. Mark your calendars now and plan your trip to Purdue University for a life changing TRIZCON event.
Do something great for yourself and attend TRIZCON2018.
SPECIAL NOTE: Our Call for Abstracts ends the 15th of February. Final Papers are due no later than 1 April.
Areas of interest include but are not limited to:
Your submission will be reviewed by the Papers Committee. Please submit your Abstracts to our reviewers, Richard Langevin, Isak Bukhman, through Altshuller Institute as soon as possible. Your Abstract should not be more than 300 words and contain a short biography and a current picture. If your Abstract is accepted, it will be posted on our AI website, and you will share it at the TRIZCON2018 event and in our conference proceedings. You will also be sharing the stage with our keynotes and other special presenters.
Attendance fee for presenters is $300 reduced from $850 USD, the regular participation fee.
Two Keynotes for this event have been identified.
Tariq Samad holds the Honeywell/W.R. Sweatt Chair and is the director of graduate studies for the M.S. in Management of Technology degree program at the Technological Leadership Institute at the University of Minnesota. He also holds an adjunct faculty appointment in the Department of Electrical and Computer Engineering.
In 2012 and 2014, he co-led technology deep dives on advanced sensing, controls and platforms for manufacturing as part of the U.S. Advanced Manufacturing Partnership initiative. Dr. Samad holds a B.S. in Engineering and Applied Science from Yale University and M.S. and Ph.D. degrees in Electrical and Computer Engineering from Carnegie Mellon University.
Denis Cavallucci is Full Professor in Engineering of Innovation at the National Institute of Applied Science in Strasbourg, France. He is the head of the research team CSIP/DISIP (Design, Information Systems and Inventive Processes) which investigates theories, methods, and tools for formalizing inventive activities within industrial organizations. Denis Cavallucci is co-founder and past president of the European TRIZ Association ETRIA. Among his current research goals is to integrate artificial intelligence into design activities to systematize inventive processes.
TRIZ theory originating in Russia spread across the world. Every continent adopted it in a different manner – sometimes by glorifying its potential and its perspectives (the American way); sometimes by viewing it with mistrust and suspicion (the European way); and sometimes by adopting it as-is, without questioning it further (the Asian way). However, none of these models of adoption truly succeeded. Today, an assessment of TRIZ practices in education, industry and research is necessary. TRIZ has expanded to many different scientific disciplines and has allowed young researchers to reexamine the state of research in their field.
2 separate TRIZ workshops will be held before TRIZCON2018
The 1st Workshop offered is a 3-Day TRIZ Introductory Workshop with Associate Certification exam on 3-5 May. The instructor will be Victor Fey, TRIZ Master, and AI Certification Director. The Associate Workshop is for those individuals looking to learn the basics of TRIZ and develop a working knowledge of how to use TRIZ in the world. This workshop includes training, handouts, AI certification exam and a one-year membership in AI. Cost: $1800 USD
The 2nd Workshop will be an Advanced TRIZ Workshop for people wishing to prepare for TRIZ Practitioner held on 1-5 May. The instructor will be Isak Bukhman, TRIZ Master and President of AI. Individuals taking this workshop will be beginning their journey to becoming TRIZ Practitioners. During the 40 hours of training, you will build upon your fundamental skills developed during your Associate training. Topics will include: Brief review of basic TRIZ material, Su-Field Modeling, and Analysis, System of Standard Solutions, ARIZ-85C overview, and Creative Imaginations development. Cost: $4000 USD
Combination Bonus: Attend both a Workshop fee and TRIZCON2018 for an additional $600 USD.
Please let us know about your interest in paper submission and pass the information on this International TRIZ event to your friends and colleagues. We are looking forward to seeing you at TRIZCON2018, and we hope that you would be presenting or attending and benefitting from this annual TRIZ conference.
Who should attend?
Anyone involved in research concerning innovation and change as well as TRIZ practitioners and consultants involved in management innovation and change are invited to submit papers relevant to the conference theme, or just register for the conference to gain access to leading research and practices in this vital area. We also invite academics interested in sharing industry experience.
Also, there will be panel and roundtable discussions along with 30+ papers and case studies.
Be part of the TRIZ excitement, join us. You do not want to miss this exciting TRIZCON2018 event in one of the most entertaining and family friendly cities in the USA.
Award for 2018: If you would like to nominate candidates for the below Awards, please send your recommendation to AI at ai@aitriz attn: Don Coates.
AI TRIZ Hall of Fame Award
AI Distinguished Service Award
AI Best Practice Award
AI Educational Excellence Award
Don Coates, Ph.D., P.E.
Altshuller Institute Awards Chairman
STEAM from the Gridiron
Photo courtesy of 49ers STEAM Education
What happens when students experience science, technology, engineering, arts and math through lessons about football?
Practical learning, says Jesse Lovejoy, director of STEAM education and the San Francisco 49ers Museum. "Sports are generally understood and compelling," says Lovejoy. "They also happen to be a great lens through which to examine the subjects of STEAM or any other subject really."
Lovejoy coordinates the 49ers STEAM education program, launched in 2014 at Levi's Stadium. The initiative, part of the 49ers Foundation that serves K-8 students in Bay Area schools, aims to provide students with a real-world look at STEAM using the concepts of football.
I spoke with Lovejoy about what it takes to capture students' interest and open their eyes to the possibilities in STEAM fields. Here are some of his top tips:
Make it relatable. Sports make sense to students, even to those who are not athletes, says Lovejoy. "What we have in the game of football is this really simple and approachable idea," he says. "Sports -- whether kids like to play basketball, baseball, football or soccer, field hockey, swim or run -- they know what they are. They understand what it is."
More than half -- 56% -- of the students who attend the 49ers program come from Title 1 schools, according to reporting from Forbes. Many are young athletes for whom sports is their first language. Program activities -- such as math exercises around player stats -- help connect STEAM concepts to students' interests. The goal is to expose students to new opportunities that let them see how their passions connect to real life, says Lovejoy.
"Our mission [for] using this platform [is] as a way to change the way that kids perceive, relate to and want to explore these subjects," he says. "If we can reach these kids and be that moment of inspiration for them…[we want] to show them this is real life -- these are things you can approach through things that you love."
Speak about the job. It's time to redefine STEAM and help students understand it's not an "abstract concept that lives in a lab and wears a set of daisy glasses," says Lovejoy.
"Instead of speaking about the subject, speak about the job," he says. During their visit, students learn about different jobs at the stadium, including engineers, chefs, accountants, data analysts, football players and coaches, and how the work involved relates to STEAM. Lovejoy says the key is discussing these functions in practical terms students understand.
"When we're teaching engineering, I'll go in a classroom and tell a kid, 'Hand me something,'" he says. He explains how ordinary objects such as paper, pens or shoes are engineered and how that process helps continually improve those objects. Students also get to see how football helmets are built and how they have evolved over the years.
"And that whole idea is something kids are not usually presented with when it comes to the concept of engineering," Lovejoy says. "Making something better, making anything better."
Let them get their hands dirty. Hands-on activities are "very powerful for a child in terms of inspiring creativity and collaboration and critical thinking," says Lovejoy. He advises educators not to presume that students know what it means to be creative.
"You have to engage young people at a very primal and practical level to inspire creativity," says Lovejoy. "In some cases, you even have to tell them what it looks like and model it for them. I think they hear this word and think, 'Does this mean I draw something? What does this mean?' That's the first part."
The 49ers program uses technologies such as simulation and touch screens to deliver learning content but also places great emphasis on fostering creativity through project-based learning and tactile experiences. Activities such as creating face masks from straws and fitting them to helmets or using K'nex and wooden blocks to build a stadium help reinforce STEAM concepts, nudge students out of their comfort zones and let them develop creative muscles, says Lovejoy.
"For us, it's about putting things in the hands of young people, with the right information, and asking them to build something," says Lovejoy. "And intentionally doing that in a real-world environment and not in a digital environment. We want them to hold, touch and build. That, for us, has been very powerful."
Use process to teach job skills. Process is a valuable way to demonstrate practical application of STEAM concepts, says Lovejoy. Lessons about engineering begin by walking students through the steps of their day – from waking up to taking the bus to school -- so they can see how their activities connect.
"That is what's called a process," says Lovejoy. "Going through a process is what every single person does at their job every single day. Does that mean you're a scientist or mathematician? Not necessarily. But it means that you're employing the same principles that those people employ."
The exercise helps students identify the job skills needed for various STEAM-related careers. "When you start to think about the kinds of skills required to develop the capacity to become an electrician, to fix heating and ventilation and air conditioner equipment, these things are STEAM careers," says Lovejoy. "I think that's the start [of] getting out of this concept of STEAM as this really high-level concept for kids and breaking it down to relatable terms and occupations."
Fuel teacher enthusiasm for STEAM. The linchpin to a successful STEAM program is a committed, enthusiastic educator, says Lovejoy. To this end, the 49ers organization offers professional development to all teachers who participate in the STEAM education program. The half-day training sessions emphasize project-based learning and STEAM integration. All teachers return to their classrooms armed with lesson plans and access to additional resources. Lovejoy says 250 educators participated in the program last year.
"The most important part is the engagement, instruction, motivation and guidance of educators who care," says Lovejoy. "You cannot discount the importance of somebody in that room [who] will not let young people get away with giving mediocre effort -- [who] is not going to allow them to bail on the experience."
Kanoe Namahoe is the editor of SmartBrief on EdTech and SmartBrief on Workforce.
Selyutsky Alexander Borisovich was born April 6, 1933 to an intelligent Jewish family residing in Leningrad. During the World War II the plant where his father was working was evacuated to the Urals, and the family (the parents and Alexander) moved to Chelyabinsk. Here, Alexander graduated from high school. He wanted to go to a military school, but didn’t pass vision test and entered the Chelyabinsk Polytechnic Institute. In his first year he was forced to learn boxing (because of frequent anti-Semitic attacks) and became a Komsomol activist.
After graduation, he was sent to Petrozavodsk Onega tractor plant, where he worked as a designer. He continued leading a very active social life, organized and led voluntary militia patrolling the streets of the city because the situation was very criminal. In the search for more satisfying work he became interested in patenting, completed appropriate courses and became a patent agent.
In 1960, Alexander married Dolly Naumovna Audleys, and had a daughter Alla in 1961. The same year G.S Altshuller published a book " “Learn how to invent" . After reading this book in 1965 Selyutsky wrote a letter to Altshuller. This letter started their acquaintance by correspondence. Since then, Alexander became one of the most dedicated Altshuller’s disciples and an active promoter of the emerging new science.
They finally met in 1968 in Dzintary (near Riga), at the seminar organized by the Central Board of VOIR (state leading inventors’ and innovators’ society) that invited Altshuller and several of his associates. It was the first time that Alexander and others got a chance to work under the direct guidance of Altshuller and to learn from him. Later, in 1983, Alexander participated as one of the instructors in the seminar conducted by G.S. Altshuller in Moscow at the Institute for continuous education for chemical and petroleum industries.Read more ...