Monday, 26 February 2018

Week 10 - Digital - Agile and Lean Education 5 February 2018

The Agile Manifesto
The key values of agile are embodied in the 'Agile Manifesto' - http://agilemanifesto.org/
  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan
Agile is fundamentally about learning, people, and change - three things we struggle also with in education and handle poorly at the present time. (Peha, 2011).
Agile Schools
Steve Peha, a technologist and educator in the US, has worked extensively in applying the lessons of agile and lean to the classroom. His article on InfoQ, 'Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would) (Peha, 2011) provides some interesting ideas on how the agile manifesto can be reinterpreted to apply to schools, and how agile techniques might be used in the classroom. 
Lean Production
According to Barney and Kirby (2004), educators can learn from lean production the importance of empowering teachers by training them to problem-solve and then expecting them to be self-reflective and to continuously improve their practice.
Kanban
One of the ideas that has been taken from Lean Production by agile practitioners is Kanban - which means 'visual card' in Japanese.
For an example of how Kanban boards can be used to help children plan, see Princess Kanban. This is on the agileschool blog, which you may find interesting. More recent materials are now on the Agile Classrooms site.
Trello
Trello is one of the tools that can be used to create Kanban style boards online. It is an easy-to-use, free and visual way to manage your projects and organise anything. Naturally there are other tools too, but this one seems to be the most popular right now, and amongst teachers and their students too. 
User Stories 
In software development and product management user story statements are often written on story cards following the format: As a (role) I want (something) so that (benefit). The idea is to capture what a user does or needs to do as part of his or her job function. It captures the "who", "what" and "why" of a requirement in a simple, concise way, often limited in detail by what can be hand-written on a small piece of paper. However there is no requirement that all user stories should be written this way. Our 'learning stories' in the sessions will be written in a more unstructured style as they will be more open ended than software requirements.
Epics
User stories are short, simple descriptions of something to be achieved. They need to be small and focused enough to be achieved in a short time frame and allow success to be tested. A story that is too big is known as an ‘epic’ and has to be broken down into smaller stories. ‘Introduce BYOD to the school’ is an epic, and ‘Introduce BYOD to one pilot class’ is still too big. However, ‘Send a survey to families from one class asking if they are willing to provide a device for their child to bring to school’ is a smaller, story-sized step
3'c's
User stories have three critical aspects, Card, Conversation, and Confirmation. Ron Jeffries wrote about the 3'c's all the way back in 2001 and his advice is still good today. A good story card will likely end up with the back covered with results of the conversation(s) and confirmation tests.
Scrum Masters
Scrum Masters task on the "Meaningful Learning on How Agile and Lean Approaches Could Help You In Your Practice" -team project is to make sure that
  • the Cards chosen represent a variety of labeled 4 themes (LEADERSHIP, TECHNIQUES, PROCESSES, VALUES)
  • just one or two of your team Cards are in action “Problems we are solving” at one time
  • the team’s main Conversations are recorded as comments
  • an acceptance test is written in the description of the card - so that you know how to justify Confirmation to others in a stand up meeting
    • record the outcome of the confirmation to the description and move the card to “Things we have learnt”
  • she/he is ready for the Stand Up Meeting on time
    • What was the meaningful learning onhow to make your practice more Agile and Lean?
      • Was the learning confirmed (acceptance test)? If not, what are you going to do next? Any obstacles?
The Agile Manifesto
The key values of agile are embodied in the 'Agile Manifesto' - http://agilemanifesto.org/
  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan
Agile is fundamentally about learning, people, and change - three things we struggle also with in education and handle poorly at the present time. (Peha, 2011).
Agile Schools
Steve Peha, a technologist and educator in the US, has worked extensively in applying the lessons of agile and lean to the classroom. His article on InfoQ, 'Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would) (Peha, 2011) provides some interesting ideas on how the agile manifesto can be reinterpreted to apply to schools, and how agile techniques might be used in the classroom. 
Lean Production
According to Barney and Kirby (2004), educators can learn from lean production the importance of empowering teachers by training them to problem-solve and then expecting them to be self-reflective and to continuously improve their practice.
Kanban
One of the ideas that has been taken from Lean Production by agile practitioners is Kanban - which means 'visual card' in Japanese.
For an example of how Kanban boards can be used to help children plan, see Princess Kanban. This is on the agileschool blog, which you may find interesting. More recent materials are now on the Agile Classrooms site.
Trello
Trello is one of the tools that can be used to create Kanban style boards online. It is an easy-to-use, free and visual way to manage your projects and organise anything. Naturally there are other tools too, but this one seems to be the most popular right now, and amongst teachers and their students too. 
User Stories 
In software development and product management user story statements are often written on story cards following the format: As a (role) I want (something) so that (benefit). The idea is to capture what a user does or needs to do as part of his or her job function. It captures the "who", "what" and "why" of a requirement in a simple, concise way, often limited in detail by what can be hand-written on a small piece of paper. However there is no requirement that all user stories should be written this way. Our 'learning stories' in the sessions will be written in a more unstructured style as they will be more open ended than software requirements.
Epics
User stories are short, simple descriptions of something to be achieved. They need to be small and focused enough to be achieved in a short time frame and allow success to be tested. A story that is too big is known as an ‘epic’ and has to be broken down into smaller stories. ‘Introduce BYOD to the school’ is an epic, and ‘Introduce BYOD to one pilot class’ is still too big. However, ‘Send a survey to families from one class asking if they are willing to provide a device for their child to bring to school’ is a smaller, story-sized step
3'c's
User stories have three critical aspects, Card, Conversation, and Confirmation. Ron Jeffries wrote about the 3'c's all the way back in 2001 and his advice is still good today. A good story card will likely end up with the back covered with results of the conversation(s) and confirmation tests.
Scrum Masters
Scrum Masters task on the "Meaningful Learning on How Agile and Lean Approaches Could Help You In Your Practice" -team project is to make sure that
  • the Cards chosen represent a variety of labeled 4 themes (LEADERSHIP, TECHNIQUES, PROCESSES, VALUES)
  • just one or two of your team Cards are in action “Problems we are solving” at one time
  • the team’s main Conversations are recorded as comments
  • an acceptance test is written in the description of the card - so that you know how to justify Confirmation to others in a stand up meeting
    • record the outcome of the confirmation to the description and move the card to “Things we have learnt”
  • she/he is ready for the Stand Up Meeting on time
    • What was the meaningful learning onhow to make your practice more Agile and Lean?
      • Was the learning confirmed (acceptance test)? If not, what are you going to do next? Any obstacles?
References
Barney, H. & Kirby, S.N. (2004). Toyota Production System/Lean Manufacturing. In B. Stecher and S.N. Kirby (Eds.), Organizational Improvement and Accountability Lessons for Education From Other Sectors (pp. 35-50). Santa Monica, CA: Rand Corporation.
Briggs, S. (2014). Agile Based Learning: What Is It and How Can It Change Education? InformED. Retrieved from http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/
Peha, S. (2011). Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would). InfoQ. Retrieved from https://www.infoq.com/articles/agile-schools-education
Barney, H. & Kirby, S.N. (2004). Toyota Production System/Lean Manufacturing. In B. Stecher and S.N. Kirby (Eds.), Organizational Improvement and Accountability Lessons for Education From Other Sectors (pp. 35-50). Santa Monica, CA: Rand Corporation.
Briggs, S. (2014). Agile Based Learning: What Is It and How Can It Change Education? InformED. Retrieved from http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/
Peha, S. (2011). Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would). InfoQ. Retrieved from https://www.infoq.com/articles/agile-schools-education
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Week 10 - Leadership - Agile & Servant Leadership 5 February 2018

Agile Teams are Self-Organising Teams
We will explore this idea using a combination of Boris Gloger’s Ball Point game (Gloger, 2008) and Mike Rother’s Kata in the Classroom (Rother, 2015).  Kata is a term from martial arts. The Improvement Kata is a repeating four-step routine for continuous improvement: Plan, Do, Check, Act (PDCA). The goal of the ball point game is for each team to get as many balls as possible to pass through the hands of every team member in 2 minutes. The game involves both estimation and self-organisation.
The four  basic requirements of the game are that:
  1. As each ball is passed between team members, it must have air time
  2. Every team member must touch each ball for it to count
  3. No ball to your direct neighbour on either side, you must pass to your front
  4. Every ball must end where it started. For each ball that does, the team scores 1 point (make sure you count your points)
Agile Leadership Style
Agile leadership is situational, adaptive, empowering and inspirational. The most important leadership theory applied to agile is that of servant leadership (Highsmith, 2009).
“For the Agile Leader, servanthood is the strategy. Situational actions are the tactic” (Filho, 2011).
The key characteristics of the servant leader include awareness, listening, persuasion, empathy, healing, and coaching. Situational leadership means that the servant leader may act as a democratic leader, a laissez-faire leader, or an autocratic leader in different situations (Koganti, 2014).
Servant Leadership
The originator of the servant leadership concept (though inspired by a Herman Hesse story) was Robert Greenleaf. “The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” (Greenleaf, 1970)
A longer extract from this work is in this week's media
Teachers as Servant Leaders
Servant leadership has been applied by a number of authors to teaching. “The teacher as servant leader functions as a trailblazer for those served by removing obstacles that stand in their path. Part of unleashing another’s talents is helping individuals discover latent, unformed interests. Art, music, and science teachers are prime examples of educators whose genius lies in leading students to discover unarticulated interests.” (Bowman, 2005).
Scrum Agile Lifecycle
Being an agile leader includes applying agile processes. Scrum is a very popular agile software development process, where the product backlog (of user stories) is broken down into a series of sprints. In each sprint, a priority list of stories (the sprint backlog) is chosen for completion. The sprint last for a certain period of time (e.g. 2 weeks, 30 days etc.). There are daily stand up meetings during the sprint, and at the end of each sprint a working increment of the software is delivered. In other words, it is only a successful sprint if it delivers something useful.
Some other agile techniques
Pair programming - Remember that from computational thinking?
Stand Up meetings (Daily) - Three questions: What did you do yesterday, what are you going to do today? are there any obstacles on your way? (This relates to the next flipped task)
Test driven development - Start with the first test of something, then pass the test. Write the next test, pass that, iterate... The tests evolve and change along with what is being tested
See Briggs (2014) for some ideas about how various agile techniques can be used in education.
References
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Week 9 - Digital - Personal Learning Networks and Consecutiveness 29 January 2018

Before Class
After reading the required article 'Connectivism: A Learning Theory for the Digital Age', fill out the following form with your responses to check your understanding of some of the key ideas within it. 
Connecting and Collaborating
When we talk about digital and collaborative learning as the two main concepts behind the postgraduate programme, this linking of digital tools and collaboration acknowledges the critical role of information and communication technologies in enabling contemporary forms of collaboration. "The learners in the digital age are able to connect and collaborate with people beyond their physical environment. They can connect a range of information or data and draw on a range of perspectives to collaboratively generate and critique new ideas." (Starkey, 2012).
Personal Learning Networks (PLNs) and Environments (PLEs)
A personal learning network is an informal learning network that consists of those people who a learner interacts with and derives knowledge from. These may be people known personally, but equally they may be people who are only connected via the Web, and there may be no personal interaction, simply an exchange of learning. The term 'personal learning environment' (PLE) is sometimes used in conjunction with PLNs, but focuses more on the toolset that learners use in order to implement their learning networks. In essence, it is possible to have a personal learning network that is entirely face to face (though this would be rather limiting). In contrast a PLE assumes a digital toolset that will support the interactive learning process (EDUCAUSE, 2009).
Connectivism 
There are several principles of the theory of connectivism, as outlined by George Siemens in 2004, in his article “Connectivism: A learning theory for the digital age” (Siemens, 2004). Siemens has also pioneered the types of online course that have been labelled 'MOOCs' (Massive Open Online Courses). Stephen Downes, who has worked with Siemens on these courses, emphasises that their style of MOOC is connectivist (cMOOC), while other types of MOOC use more conventional approaches. Downes has collected his extensive writing on connectivism into an online book (Downes, 2012).
Principles of Connectivism
Siemens (2004) summarises the eight principles of connectivism as:
  1. Learning and knowledge rests in diversity of opinions.
  2. Learning is a process of connecting specialized nodes or information sources.
  3. Learning may reside in non-human appliances.
  4. Capacity to know more is more critical than what is currently known
  5. Nurturing and maintaining connections is needed to facilitate continual learning.
  6. Ability to see connections between fields, ideas, and concepts is a core skill.
  7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  8. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
References:
Downes, S. (2012). Connectivism and Connective Knowledge: Essays on meaning and learning networks. Retrieved from http://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf
EDUCAUSE. (2009). 7 things you should know about Personal Learning Environments. Retrieved from https://net.educause.edu/ir/library/pdf/eli7049.pdf
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. eLearnSpace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Starkey, L. (2012). Teaching and Learning in the Digital Age. Abingdon, Oxon: Routledge
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Week 9 - Leadership - Leading Change 29 January 2018

Management or Leadership?
The simple insight that management is not leadership is better understood today, but not nearly as well as is needed. Management makes a system work. It helps you do what you know how to do. Leadership builds systems or transforms old 
School Vision Statements  
Prior to the class, please bring your own school vision statement and post it in the relevant padlet for your location.
Kotter's 8 step Process
Kotter (1996) suggests that there is an 8 step process for leading change.
  1. Create a sense of urgency (identify crises and opportunities)
  2. Build a guiding team
  3. Develop a vision and strategy
  4. Communicate the vision
  5. Enable action by removing barriers
  6. Creating and celebrating short term wins
  7. Sustain change by building on gains
  8. Embed the change in culture
There is a useful diagram that summarises Kotter's process:
In reality, even successful change efforts are messy and full of surprises. But just as a relatively simple vision is needed to guide people through a major change, so a vision of the change process can reduce the error rate. And fewer errors can spell the difference between success and failure (Kotter, 1995).
Coherence
Effective leadership, rather than focusing primarily on a specific aspect of change, focuses on creating the conditions in which everyone in the group is able to envision and enact cohesion:
“Coherence consists of the shared depth of understanding about the purpose and nature of the work” (Fullan & Quinn, 2016, p.1). 
In challenging situations, people are motivated primarily by intrinsic factors: having a sense of purpose, solving difficult problems, and working with peers on issues that are of critical importance to the group (Fullan & Quinn, 2016, p.4).
Fullan & Quinn identify the elements contained in the diagram below (from Michael Fullen's website)  as the ‘right drivers to bring about system change’ - as opposed to the ‘wrong drivers’ (such as rewarding individual teachers, national standards). 
Coherence-Framework-Extended.png
Why are these wrong drivers still being implemented? Here are some of their suggestions:
Our wrong driver analysis showed how politicians were making matters worse by imposing solutions that were crude and demotivating for the very people who have to help lead the solution … You might ask why politicians endorse solutions that don’t work. The answer is not complicated: because they can legislate them; because they are in a hurry; because the remedies can be made to appeal superficially to the public; because (and unkindly on our part) some of them really don’t care about the public education system, preferring that education to be taken over by the private sector; and (more kindly) because they do not know what else to do (Fullan & Quinn, 2016, p. 3).
Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six) – this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation – this is the complex part (Fullan & Quinn, 2016, p. 127).
Leaders build coherence when they combine the four components of our Coherence Framework to meet the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux …The main threat to coherence is turnover at the top with new leaders who come in with their own agenda. It is not turnover per se that is the problem, but rather discontinuity of direction (Fullan & Quinn, 2016, p.128).
Change Management Toolkit
This week one of our resources (in the portal) comes from the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA). Their Education Change Management Toolkit has been developed to assist schools in implementing effective change for improvement, following identified best practices for educational change.
The toolkit contains general principles for implementing successful education change in schools and a series of questions to answer before, during and after a change is trialled and includes a draft policy which branches can discuss with their boards.
See the following web page for more information and a link to the full document (which is also in this week's media): http://ppta.org.nz/resources/publication-list/2460...
Teaching, Designing and Developing Digital Outcomes
New digital curriculum document tinyurl.com/digitalcur
Kotter's model of change tinyurl.com/TMLKotter

References
Fullan, M. & Miles, M. (1992). Getting reform right: what works and what doesn't. Phi Delta Kappan, 73(10), 745-752.
Fullan, M. & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Thousand Oaks: Corwin. 
Kotter, J. (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business Review. March-April 1995, 59-67.
Kotter, J. (1996). Leading Change. Boston, Mass.: Harvard Business Review Press.
Maeroff, G. (1993). Building teams to rebuild schools. Phi Delta Kappan, 74(7), 512-519.
OnGuard. (2016). 8 steps to managing change. Retrieved from: http://onguard.com/process/8-steps-managing-change/
Senge, P. (1990). The fifth discipline: the art and practice of the learning organization. New York: Currency Doubleday. 
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Week 8 - Digital - Design Thinking in the Classroom 22 January 2018

Design thinking by TMLU
In this week's session we'll try out The Mind Lab by Unitec Design Thinking Process + materials, which uses our 'kite' model
  • Empathise
  • Define
  • Ideate
  • Prototype
  • Test
  • Reflect
Change by Design
Tim Brown, the current CEO of IDEO, has written the book about Change by Design (2009). According to him, Design Thinking is Human-centered: ‘The basic problem is that people are so ingenious at adapting to inconvenient situations that they are often not even aware that they are doing so. Our real goal is helping people to articulate the latent needs they may not even know they have’. 
Observation is important too: ´When we observe people going about their daily lives, what is it that they don’t do or don’t say?´ as well as empathy, or as Brown calls it: 'Standing in the shoes of others'. Brown talks a lot about the importance of prototyping, because: ‘Like every other kid, I was thinking with my hands…’. If you want to hear him talking about his book, we recommend you listening to this radio show.
Making ideas tangible always facilitates communication
According to Brown 'Prototypes don’t have to be expensive or time-consuming. In fact, the opposite is better: Put as little time and effort into prototypes as you can and still generate useful feedback and drive an idea forward.'
(Re)capture the Creativity of your Childhood
de Saint-Exupéry (1943) wrote a story about The Little Prince where he tried to showcase that as we age, how we see the world changes. It is the rare person who is able to hold on to the sense of wonderment, of presence, creativity, or of sheer enjoyment of life and its possibilities that is so apparent in our younger selves. As we age, we gain experience and we become better able to exercise self-control. We become more in command of our faculties, our thoughts, our desires. But somehow, we lose sight of the effortless ability to take in the world in full. The very experience that helps us become successful threatens to limit our imagination and our sense of the possible. When did experience ever limit the fantasy of a child? 
One part of the story of Little Prince also relates to customer communication, and to latent needs. At one point, the little prince is asked by a boy to draw a picture of a sheep. After several attempts that fail to meet with approval, the little prince just draws a box with holes in it:
"‘This is only his box. The sheep you asked for is inside.’ I was very surprised to see a light break over the face of my young judge: ‘That is exactly the way I wanted it!’".
Like the little prince, you don't know what your or your customers want and neither do they - until you show it to them.
Teaching Practices that encourage Design Thinking
Immersion: Have students work together in small collaborative groups to do a deep dive into the subject/topic area. Ask the students to undertake research, observation and develop questionnaires or evaluate data to gain a technical, personal and community views on a topic.
Inquiry-based Feedback: Instead of value-based feedback, inquiry based feedback coupled with observation encourages a more open-ended and in-depth approach to learning. Students are encouraged to minimise expressing their likes and dislikes, and encouraged to first spend time silently observing, and then asking questions prefixed by phrases such as "I noticed that...," "why," and "how."
Before this process begins ensure students brainstorm ways to gather information. For example:
  • Research that includes eBooks, case studies, experiments, data, academic papers etc
  • Observation that includes personal viewing, filming, online videos, documentaries, recorded interviews
  • Questionnaires that includes personal questionnaires, online surveys, research and data including census, government agency information, non-government organisation data, OECD reports etc.
Synthesis: Have students deduce interesting gaps to explore, problems to solve or opportunities to solve, using the information they have gathered from their immersion process.
Ideas on how to gain a new perspective
  • Put visuals on the wall which relate to the topic but at the fringes of the core subject.
  • Ask new questions. Create a how, when, why, what, who question and define the answers.
Note: Ask "thinking" questions – don’t make suggestions. Instead of asking questions to which there is a correct answer, ask students to create the problem. For example instead of saying"Does your girl need ears?" A thinking question would be, "What kind of music does your girl like to listen to? How can she hear the music?"
Students should pose their problem by first tapping into their own wishes and goals that might have real-life results or be largely theoretical and in end in the modeling stages. Such questions such as "How can we grow vegetables without using pesticides?" And, "How can we feed the world's population in a sustainable way?" Both encourage students to think divergently.
Questions, not suggestions, allow personal ownership based on observing, on experiences and on the imagination.
Zoom out: Put the subject/topic in the centre of focus and scale out to the next logical layer. For example if the topic was endangered tigers of India, scale back and look at the life of poachers, the local communities, the black market skin/medicine customers etc. Explore each logical layer of influence as you scale back from the heart of the topic to develop a macro view of the subject.
Ideation, Prototyping and Feedback: Have your students test ideas, solve a problem and extend their understanding without focusing on the ‘right’ answer. This part of the Design Thinking process helps students to 'hold their ideas lightly' in order to review and gain feedback from other student groups and their teacher/s.
The emphasis is on thinking skills and mindsets that allow students to create early and often, adjusting the course of their learning and applying an iterative approach to outcomes that is tweaked from the input of feedback.
Note: Nurture a culture of divergent thinking. Encourage students to be choice makers. Ask students ‘what their work needs’. If a student asks for help, assist by asking the child to give several of their ideas to discuss.
Implementation or Display: As ideas and defined the Design Thinking process moves to the celebration stage where concepts are shared. In this stage have students talk to the group about the changes they applied in their approach, what they reflected on, what evidence they found to support their findings and what new knowledge they gained or shared.
Useful resources
This free 'Design Thinking for Educators' toolkit, created by IDEO, contains the process and methods of design along with the Designer’s Workbook, adapted specifically for the context of K-12 education. It offers new ways to be intentional and collaborative when designing, and empowers educators to create impactful solutions. 
IDEO has also published a free  Field Guide to Human-Centered Design reveals their process with the key mindsets that underpin how and why they think about design for the social sector, it has 57 clear-to-use design methods for new and experienced practitioners, and from-the-field case studies of human-centered design in action.
Stanford University Institute of Design has created many useful resources, such as the Design thinking for teachers The K12 Lab Wiki and Design Thinking Crash Course that helps you to run or participate in a 90 minutes long design cycle by redesigning a Gift-Giving Project. 
For you personal interest (LEADERSHIP 2), you might want to view the curriculum for the 6-week Design Kit: The Course for Human-Centered Design -coursethat will introduce you to the concepts of human-centered design and how this approach can be used to create innovative, effective, and sustainable solutions for social change.
Eco-innovators have also developed a range of educational resources for use in and outside of the classroom, these ones are though not free.
References
de Saint-Exupéry, A. (1943). The Little Prince. Retrieved from www.odaha.com/antoine-de-saint-exupery/maly-princ/...
Brown, T. (2009). Change by Design – How Design Thinking Transforms Organization and Inspires Innovation. Harper Collins, USA
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