View allAll Photos Tagged visualthinking
I made this chart for my seventh grade leadership class, because I got tired of drawing it once a week or so. On the other hand, 'tis a very useful tool. Fields and forms and flows, after Dave Gray, make a useful semigram or proto-alphabet for teaching basic drawing skills and the nominal elements that make up a drawing.
My seventh graders were learning about China, so we did Chinese-style drawings one day in class. They liked doing them; it's been one of the calmest, easiest classes I've ever had. This was the demo drawing that I did on the board to talk about Chinese style. The kids' drawings were nothing particularly special, since they haven't really played with the style yet. But they were good first efforts.
Obviously, this was done with standard chalk on a slate blackboard.
activities during Nancy White's session on "Why i slowed down blogging and started drawing on walls"
Recently had the pleasure of doing a whiteboard session with Devon Segel, founder of shareURmeal.com. This is one of the whiteboards.
As we were in mid meeting, a photographer from Philadelphia Magazine walked in and took a few pictures. The magazine is doing a story on Independents Hall, the coworking space where Devon I met up to whiteboard.
1. Pavement, 2. Wheel, 3. Snow, 4. Door, 5. Telephone pole, 6. Inscription, 7. Parking reserved, 8. Wall, 9. Lock, 10. Metal, 11. Door, 12. Wall, 13. Corner, 14. Pavement, 15. Fence, 16. Corner
Created with fd's Flickr Toys.
Approach to define integrated thinking.
There are 3 dimensions (perhaps even more):
- far = analysis of process chains
- high = discovery of relations (semantic connections)
- deep = discovery of implications (hidden sub-entities)
Sure, everything is connected.
This system is to define freedom of choice to go on in another direction if you got stuck somewhere in the process...
From a mini-workshop I led for Boston area higher education technologist. "Harnesssing Visual Thinking for Project Planning." Great group with folks from Brandeis, Wellesley, Harvard, Brandeis, Tufts, Wheaton College, and Wentworth Institute of Technology. Thanks to David G. Wedaman of Brandeis for being the point man in coordinating the event!
Working today from Wall Street, where THE LINE has its offices.
THE LINE is a documentary film on sexual consent & boundaries by Nancy Schwartzman, and I'm co-leading the online advocacy campaign. That's Carmen Rios in front, one of our fabulous interns. The stickies are the product of a five day collaboration with Jill Lipsky Cain, an advocate with the Aurora Women's Center in Minneapolis, and will be a massive and free educational curriculum to go with the film.
A business model is about the story it tells. It is not about driving the car. I am looking forward to learn the business of telling good stories “-stories that explain how enterprises work.” (Magretta 4) Stories of virtuous cycles that enable leaders decision making in a rapidly changing reality of markets and competition. Also I want to ground my passion about working for social impact with the understanding of how to tie the numbers to the story. I am now thinking that Non-profits are good narratives who's numbers are just to be told- tied.
Lynn Carruthers snapped this photo of me doing large scale visual notes of Dan Roam's keynote at the 2010 International Forum of Visual Practitioners conference. Dan gave an entertaining and powerful talk about the value of visual thinking. To boil it down to one sound bite, "Whoever draws the best picture wins."
Every Thursday at XPLANE we have visual thinking school, where we focus on getting better at our craft. This week we looked at the last month's work with a critical eye.
Look, we can explain anything!
We've begun to hear alot more interest from faculty on how to incorporate visuals into their teaching process. This is our first attempt at one of the "lunch & learn" sessions we provided to FHS. It went over amazingly well, although we really crammed alot into 1.5 hours! Check out the instructional designers reflection blogs.sfu.ca/departments/fhs-teaching/
We did this exercise where we had to envision our classroom. Thanks to the Visual Thinking School, I decided that I could do a series of quick-sketches to imagine what it was that could be going on in my classroom. Maybe it will make sense to you, and maybe it won't. But it made more sense to me than anything I'd ever written about my classroom, so I regard that as a positive.