The goal of this project is to decipher the “Magic” of Visual Thinking in business and to develop a concept to inform it to JAMmers and session participants. The researches in the "1. Introduction" and "2. Analysis phase" are conducted in order to define where the “Magic” lies. Since the problem is fully defined, the Contextmapping research in the "3. Contextmapping phase" is conducted to decipher it. Furthermore, by finding the most critical problem in JAM visual thinking, I tried to bridge the final gap with the suggested solution which is a concept depicted in the "4. Conceptualization and Evaluation"
In the "1. Introduction", it is presented that the progress and efforts of Visual Thinkers to bridge the gap between visuals and logical thinking. “Visuals” and “Logical thinking” have been torn apart for a long time by the educational systems. As we have discussed, the gap is still not bridged because of the unknown Visual Thinking process which leads to poor performance in the practice of JAM visual thinking. In the "2. Analysis phase", the Visual Thinking process is researched to find out the missing links in the fields of literature and international practice of Visual Thinking. It is proved that human interactions are the missing link which is crucial but lack of thorough research on it. It is also suggested that the un-deciphered “Magic” of Visual Thinking is the human interactions in sessions.
The "3. contextmapping phase" is conducted to understand the human interactions in Visual Thinking sessions and to find the critical problem which hinters the interactions in sessions. Visual Thinkers in sessions are defined as a human plays multiple roles and, by switching around the left-brain and the right-brain, bridge the separate ends again. The dynamic balance, between these two ends, results in an effective means for people to think logically with creativities and inspirations on a common ground. This definition of Visual Thinkers in sessions demonstrated that the “Magic” of Visual Thinking in sessions, in fact, lies in the harmony of left and right side of the brains.
In the "3. Contextmapping phase", the most critical problem is defined as a stereotype which leads to a early misunderstanding about the functions of Visual Thinkers in sessions. This is the final piece of puzzles to finish the bridge. In the "4. Conceptualization and Evaluation", the final suggested concept, double-sided name card, is designed to infiltrate people’s stereotype and to fit into JAMmers’ personal preference.
Therefore, I conclude that the “Magic” of Visual Thinking in sessions is fully deciphered and represented. And the further goal to inform it to JAMmers and session participants is fulfilled in the suggested concept which can lead to a correct direction to enhance the effectiveness of Visual Thinking in sessions in JAM visual thinking.
To sum up, efforts in the development of Visual Thinking in decades have built a firm foundation. Right now, it just needs a tipping point to break down the stereotype built by the modern educational system. And I believe the suggested concept will serve itself as the tipping point to bring people’s brain in a harmony again.
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