Creative Confidence

Our prefer song is the classic THE WALL from PINK FLOYD. If you don’t remember the song (shame on you) here it is a link to listen/watch it again: (The Song)

We are a group of Sloan Fellows student interested in sparkling creativity in everyone! we believe the creativity gene is in everybody and it is screaming to be released.

The Team: Ayesha Khalid, Stephanie Rowe, Andrej Danko, Alvaro Delgado-Aparicio, Diego Mendez Canon.

What would make us happy?

Generate creative confidence in adults, letting participants come up with their own creative solutions to tackle challenges.

Who is in scope?

Adults that follow one or more of the following characteristics:

  • “I feel that that I cannot be creative in my job”.
  • “I want to learn how to be creative”
  • “I want to try new things in a platform where I am not criticized”
  • “I want to exercise my creative potential to solve problems”
  • “It would be amazing to have a platform where I could train my creativity”
  • “I consider myself creative but would like to also build ideas from others”

The Essence

Imagine an online platform that provides you a basic framework to tackle creatively any challenge. In other words a CREATIVE GYM where you can generate CREATIVE CONFIDENCE through a range of tools, online and offline activities, what if scenarios, imagination exercises, diverse sources of inspiration, etc.

Imagine an online platform that gathers a community of people that are engaged with others to learn how to exercise their CREATIVE FITNESS.

Imagine a space where different people are grouped to resolve different creative problem solving challenges in a period of time and the same community judges the winners of each contest.

Imagine a space where stories of creative confidence and its respective impacts applied to daily life are shared and used as a source of inspiration for the community.


Just in Time – Curious Learning

Opportunity Framing:

Today, we often see people walk in front of beautiful trees and rocks in national parks, snap a picture using their smartphone, and then walk away, never to think about the trees or rocks again.  People are more comfortable with looking up information on Wikipedia or Google about the trees or rocks instead of trying to learn more about these natural phenomena by touching, observing, smelling, or even tasting what they are seeing. We’d like to explore how we can inspire adult learners to think and act like geologists or botanists again, especially in the outdoor setting.

We would like to initially leverage existing platforms like Twitter and Instagram to capture succinct questions and provide comments or pictures.

Ideally, end goal would be that the user gets a JIT generated word cloud of their curiosity quest over the past month and this motivates them to explore diverse learning opportunities across spaces and media.


How might we inspire curiosity in adult learners outside of the Media Lab through question based, collaborative interactions

How might we promote fluid learning (fluid intelligence)  across disciplines, experts, boundaries, and imaginations

Potential Idea:

Open Platform Scavenger Hunt / Trivia Application

User has the JIT application on her smartphone. When she arrives at Half Dome, the JIT application sends her a signal – there is already a question that another person had left when he or she was there. She opens the JIT application and looks at the question. She can virtually respond (character limit tbd) or upload a related picture as a clue/response/collaborative effort.

 3 User Profiles:

All looking at Half Dome at Yosemite. All three users are looking at the same Half Dome Rock at different times, different dates.

1. Travelling Professional

Incentive to go to Half Dome:

Female travelling professional, 35 years old. She works for NASA as an aeronautical engineer. She is travelling to California for a conference and decides to visit Yosemite on the way for a day. She is an avid photographer but prefers travelling light. She rents a car and goes to explore Yosemite for the day with her backpack, Nikon D90 DSLR camera and iPhone and a light snack.

After Visit to Half Dome:

She takes approximately 100 photographs of Half Dome and then goes on a walking trail. After she leaves Yosemite, she saves the photos on her hard-drive and uploads some photos on Flickr and her Facebook page. Her college friends, NASA colleagues, and family all see the post. After a week, she receives a comment from her colleague, “I’m going to Yosemite too!”


2. International Student from Japan

Incentive to go to Half Dome:

Male student 19 years old that just came from Japan to pursue an undergraduate degree in English Literature from UCLA. He’s heard rumors about Yosemite being a “must-see” park before classes start so he decides to go on his own with a tour bus. His hobbies include video-games, comic-books, cooking, and zip-lining. He hopes to take nice pictures of Yosemite to put on Facebook, Twitter, and Instagram.

After Visit to Half Dome:

He uploads pictures to Facebook, Twitter, and Instagram. He has a large following both in Japan and in the United States. He likes to put filters on his pictures so they will look more artistic. He captions the photos using witty statements. Many people, even people who he’s never met before, “like” his photos or retweet his photo.


3. Retired Scientist

75 year old professor of paleontologist, has hearing disabilities, likes to walk around outdoors, digital immigrant, has flip-phone but does not use SNS.  He has an iPad that he received from his family but he’s still learning how to use it.  He documents what he sees and experiences with note pad and sketch pad, voice recorder. He like to read National Geographic. He hopes to just relax and get fresh air.

After Visit to Half Dome:

He shares the sketches with his family after dinner. He talks about the colors and the history of the rock with his children and his grandchildren. He also talks about his past experience at the rock, which he visited 3 years ago, and contracts the differences in the colors of the rock. He discusses with his children the next places he’d like to visit but also encourages them to visit Half Dome as well.


Native Minds


  • Young adults, adults
  • Mobile platform


Build a mobile learning platform with the following features:

  • Technology to scale learning
  • Allow for student-centered and/or student-generated content
  • Immersive environment
  • Flexible, personalized learning
  • Allow for sustained engagement
  • Encourage fluency but also accuracy
  • Incorporates a safe, fun, and inspiring online community

Native Minds Slide

Team JDA (Skillshare Kids)

Comment spaces and discussion tools on current kids’ skillshare sites are not productive. Kids use these spaces to express emotion (cool!) towards others’ projects, but rarely as spaces to connect, collaborate, find mutual interests, or deeply interact. Discussion threads have the potential to engage kids in deep conversations and provide opportunities to connect to peers or other resources. Now, they are linear and do not reflect real life conversation or provide connections/context/meaning to student learning or understanding.
How might we restructure current commenting models to promote deeper communication, collaboration, and provide opportunities for kids to explore their interests?
  • Structured comment fields
  • Tagging
  • Suggestions (for other pages) based on tags
  • Tags connecting kids in forums, etc.
  • Comments that promote skill bartering
  • Communication should converge and diverge
Screen Shot 2013-10-22 at 8.05.44 PM

Learning Symmetry: Missionary Zebras

Members:  Abdulrahman, YH, Dyvia, Marcela

Our initial conversation revolved around trying to find a way to support learning symmetry within an asymmetrical power dynamic between the donor/funder-people being helped relationship.  Specifically, we wanted to look at how we might help donors and funders make better decisions by learning from the community they are trying to help.  After further discussions, we decided we could think of the same HMW in terms of skills (How might we help maintain a symmetric learning structure within skills and knowledge transfer.   Also, we’ve discussed how we might use the idea of a bridge figure to try to offset the inevitable power dynamic that comes in learning situations where there is an us and a them.

Some options for our project:
-Open IDEO remix: Working with Open IDEO to see if the current way of “problem solving” could also include a more local component (as opposed to one global solution, for all to implement).
OpenIDEO remix

-Working with Jobs for the Future: skill-sharing and mentorship.
-Working with current members of the MIT media lab: Mt. Elliot Makerspace??
-Developing a toolkit with an outline of design principles and/or resources that people would need.

Song:  Manu Chao, El Viento


Team SkillGrindr

We’ve all had the experience where want or need to learn how to do something–a new skill such as programming, how to use that new software program, etc.–but didn’t know where to start. And we often are surrounded by a number of people who could easily help us get started–and may even be experts in that given topic. We are looking to explore ways to better facilitate meaningful learning and teaching exchanges between individuals in a given community, organization or other ‘bounded’ group of people.
We believe that being able to more easily make those connections not only benefits the learner but the community as a whole. And while exploring a new topic or skill online can be useful, we also believe that often the most meaningful and useful learning experiences and supports come from connecting with those around us — those we have an existing relationship with, or some other mutually meaningful piece of context like being associated with the same organization — whether those connections be brief or extended collaborations.
The SkillGrindr group seeks to use the human-centered design process to explore how digital media can support and enable those connections and experiences. We will initially design for the community of the Media Lab, with the hopes that this can then be scaled beyond the walls of the lab and ported to any existing community who seeks to enable such connections as well.


If learning were a peach, being a journeyman would be the meaty part of the fruit. Mastery would be the central pit, and amateurs would be located outside, trying to permeate the fuzzy surface. It is on this amateur-journeyman-master continuum that we imagined professional adult learners; and in this sweet, meaty, place where we decided to bite into the issues of peer-to-peer learning, co-design, and communities of practice. We call ourselves journeymen to represent the large caste of people who are trained in a particular profession/passion and want to go deeper. Journeymen work toward mastery by practicing their trade with input from peers and mentors.

Don’t Stop Believin’ by Journey encapsulates the personal drive that journeymen draw from in practice-based learning. Also Journey, Journeymen.  

We plan to take Ethan up on his challenge to codesign a connection between Media Lab and iHub in Nairobi. In anticipation, our logo combines the iHub’s underlined asterisk and the Media Lab’s interrupted bar with colors of the Kenyan flag. We borrow Kenya’s national motto, a motto which inspired the iHub, and indeed our team: “Harambee“, a Kenyan tradition of community self-help.

MLX_Slide2_Page_2We are journeymen, dependent on one another to both deepen and broaden our understanding. We often do not have access to time-deprived masters, and so we lean in toward each other, offer a helping hand, develop community, and co-create.

– The Journeymen (Dana Thomson, Jose Dominguez, Laura Stankiewicz, Jason Haas, and Arnel Pineda)


Team MoooOOOooOoooOOOooooC

10-16 MOOC Team Presentation


Project Notes:

  • We share a vision for creating a better MOOC platform in which students can self-select study/project groups

  • We are each signed up for MOOCs (Coursera, EdX, Udacity, Novoed) and noting the ways in which the platforms enhance/hinder collaboration

  • Ideas we’ve discussed thus far include:

    • Designing course content to better support collaboration

    • Put students first!, rather than professors and courses, front and center

    • Support group formation based on physical proximity

    • Reimagine the discussion interface

    • Develop extracurricular MOOC space to support asynchronous interactions between MOOC students

Wolf Notes:

  • Many wolves, including African wild dogs, gray wolves, and jackals live and hunt in packs

  • Roles within the pack (such as caring for young/sick, hunting, etc.) are often agnostic of family ties, generation or even gender

  • Through collective hunting, wolves are able to devour animals that would be far too much for one ordinary lone wolf

Weeks Oct/23 – Oct/30

Esteemed co-learners:

Blog post (please post by Oct/22) – Thank you for the wonderful slides and updates on your projects. And thank you Jason Haas for the Journey earworm that plagued me all afternoon. Please create a blog post with your slide and mini summary of your project. Assign it to the “Project” category

Readings – Justin sent us a list of blog posts that cover the ideas he presented during the seminar. We’ve added them into the Syllabus. We also added a link to JSB’s book “A New Culture of Learning” that was mentioned by Howard.
The plan for next week – Next week is member week at the Media Lab. No seminar! Please schedule project team meetings as well as meeting with your coaches and keep making progress. Progress towards what you ask? Read on:
Oct/30 IDEO session – It’s still a couple of weeks away, but please start planning your presentations for the Oct/30 session. Each team will have 5 min to present and get 5-7 min of feedback from IDEO, the instructors, and the class. The session is intended to help you -> use the presentation to get the feedback that you need to move forward. 
1 min – Introduce the context
  • What were your observations? What challenge did you decide to tackle. What was your “How might we … ” statement?

4 min – Tell us about your project

  • Use storyboards/ sketches, tell user stories, focus on the narrative (not the implementation details)
  • What will your project do and how?
  • Is there a particular issue you are struggling with and would like feedback on?


Mobile Ed Seminar Series

Our friends at Connected Learning TV are running a series of events that might be interesting to some of the students in the class.

The Possibilities of Mobile: Openly Networked, Inquiry-Based Learning

Throughout October, we invite you to participate in a series of webinars that will balance visionary thinking and pragmatic experience to better understand how mobile devices might reacquaint us with inquiry & learning in a connected world.

Join us TODAY from 10-11am PT (1-2pm ET) for an open chat on leveraging mobile to turn ‘place’ into a learning space:


We hope you’ll connect with like-minded people via the #mobileed hashtag on Twitter (https://twitter.com/search?q=%23mobileed) and the Connected Learning Google+ Community (http://bit.ly/1eQNwnp)

This series brought to you in part by MobileEd.org (http://mobileed.org).