ーーーーーーーーーーーーーーーーーーーーーーー schoo WEB-campusは「WEBに誕生した、学校の新しいカタチ」。 ＷＥＢ生放送の授業を無料で配信しています。 ▼こちらから授業に参加すると、先生への質問や、ユーザーとのチャット、資料の拡大表示等が可能です。 https://schoo.jp/class/535/room ーーーーーーーーーーーーーーーーーーーーーーー

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1
1©
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rights
reserved

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2
イノベーションの学校、東京大学i.school

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3
連続授業の流れ
講義（全５回） ワークショップ（全3回）
① 4/16【イノベーション創出にお
ける基礎と方法論】
② 4/23【理解①：インタビュー・
フィールド観察の目的と方法】
③ 4/30【理解②：技術・事例調査
の目的と方法】
④ 5/7 【創出：アイデア発想の発
散・収束・表現方法】
⑤ 5/14【実現：コンセプトのデザ
イン方法とユーザー調査】
⑥ 6/3 【ワークショップ①未来の暮
らしの中のロボットに学ぶ】
⑦ 6/10【ワークショップ②インドの
サービスに学ぶ】
⑧ 6/17【ワークショップ③ キャンパ
スライフのサービスに学ぶ】

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4
今回のゲスト講師
小川 悠（Yu
Ogawa）
i.school:
Assistant
Director
東京大学大学院工学系研究科技術経営戦略学専攻修
士課程修了。東日本大震災をきっかけに、若者に地域
への誇りと愛着を育みながら、地域資源をイノベーショ
ンの機会に変える人材の育成を目的とした新しいクラブ
活動i.clubを立ち上げ、その運営を統括。日本と世界の
地域の未来を切り開くべき、若者へのイノベーション教
育の普及に従事する。

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55
第６回授業のゴール
▶ 「未来のロボット」のアイデアを出す
▶ 技術側の調査結果の活用方法が分かる

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6
授業の流れ
2100-: ひみつ
2115-: ①ロボット技術の調査
2145-: ②技術起点のアイデア発想
2200-: ③アイデアの量と質の収束
2220-: Q&A
6

7. 2014 i.school All Rights Reserved.
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7
7©
UT
i.school,
All
rights
reserved

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88
気の持ち方：ポジティブに解釈
「１０中８、９は駄目・・・」ではなく、「１０中１、２は行ける！」の気持ちで！
8

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9
社会市場 人間技術
アイデア
技術 人
発 案 者
アイデア
(製品／サービス／体験)
IDEA
技術調査起点の
アイデア発想のプロセス

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
1010
授業の対象
0
知識
1
コンセプト

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
1111
０⇒１のコツ

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1212
すぐやる、今やる！

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13
まず、アイデア出してみる！！！
• 未来を見据えて新しい「ロボット」のアイデアを
考えて下さい！
• ロボット技術をつかっていればOK
• くだらないアイデア歓迎！！
• 投稿してみてください。
• 1分間くらい時間とります

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14
アイデアを出す前に、アイデアを出す？！
• 一般的にどういうアイデアがありがちなのか、全
体観をつけておくことは有用
• イノベーションでは「新規性」は大切なので、一
般的アイデアを避けた領域で、思考を深める方が
効率的です

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15
電子ポストイット「APISNote」
• 東京大学知の構造化センターで開発されている、
創造的業務の支援ツール
• オンラインかつリアルタイムで、複数名のワーク
ショップが可能
• ワークショップにおけるデータ処理の様子が時系
列で記録・再生可能
• ７月中にフリーバージョンが一般公開予定

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16
どういうアイデアが出たか、観てみましょう
WS0

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17
1
7©
UT
i.school,
All
rights
reserved

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18
授業の流れ
2100-: ひみつ
2115-: ①ロボット技術の調査
2145-: ②技術起点のアイデア発想
2200-: ③アイデアの量と質の収束
2220-: Q&A
18

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1919
ロボット技術の
調査

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2020
・金属線に電気が流れて熱を持つ
・熱をもった物質が光を発する
アイデア創出の本質は、価値と方法の集合で、
既存知識の間に新しい関係性を見いだすこと
方法
（機能、形状、仕組み）
価値
（提供価値、課題）
・暗い場所を明るくする

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2121
既存アイデアの解体
ロボットを「分解」する。

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2222
RT1：各種センサーで部屋の状態を検知し、人の代
わりに掃除してくれるロボット「Roomba」
写真引用：http://image.space.rakuten.co.jp/lg01/07/0000828307/62/img707b8968zikczj.jpeg

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23
目的と手段の分析：
既存の製品や事例について、価値と方法の関係性を分
析してみる
方法
（機能、形状、手段、仕組み）
価値
（提供価値、目的、課題）
• 床をきれいに保ってくれる• 空気を掃除機のように吸う
• 自律的に動き回る

24. 2014 i.school All Rights Reserved.
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2424
斬新な組み合わせからアイデアを発想
▶ これまでは関係性が弱かった知識や状況を、敢えて
組み合わせることで、強制的に新しい関係性を見い
だすことに注力する。
強制発想してみる
「●●とかけまして、△△と解きます。その心は・・・」
「文房具×お酒、文房具×走る、文房具×食べる、・・・」

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2525
例えば、
「自律的に動き回る」、
自宅のソファー、、、

26. 2014 i.school All Rights Reserved.
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26
社会市場 人間技術
アイデア
技術 人
発 案 者
アイデア
(製品／サービス／体験)
IDEA
技術調査起点の
アイデア発想のプロセス

27. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
2727
RT2:ドラえもんのようになんでも
つかめて操作できる新発想のロボットアーム
写真引用：http://www.su-gomori.com/wp-content/uploads/2010/10/sn-robotics-thumb-800xauto-4629-500x276.jpg

28. 2014 i.school All Rights Reserved.
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2828
• どんな形のモノもつか
み、自在に動かせる
• 対象物の形状に合わせて体
表面を柔らかく密着させる
• 対象物に点ではなく面で触
れて固定する
機能・形状 提供価値

29. 2014 i.school All Rights Reserved.
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2929
RT3: 群行動のロボヘリがシンバルや弦楽
器などを演奏
写真引用：http://funkydowntown.com/wp-content/uploads/2012/03/Robot-Quadrotors-perform-james-bond-theme.jpg

30. 2014 i.school All Rights Reserved.
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30
皆で概念を分解してみましょう
Q1：人から見た時の価値は？
Q2：その価値を実現する機能・形状は？
WS1

31. 2014 i.school All Rights Reserved.
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3131
他のロボット技術・製品
• 皆さんが知っている、他のロボット技術・製品
をぜひ紹介してください。
• 簡単なタイトルとURLを投稿してみてください
• 3分くらい時間とります

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32
２つほど、分析して投稿してみましょう
RT4：・・・
RT5：・・・
投稿の仕方：「RT□。価値は●●。機能形状は、
△△、▲▲。」
WS1

33. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
33
3
3©
UT
i.school,
All
rights
reserved

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34
授業の流れ
2100-: ひみつ
2115-: ①ロボット技術の調査
2145-: ②技術起点のアイデア発想
2200-: ③アイデアの量と質の収束
2220-: Q&A
34

35. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
3535
技術起点の
アイデア発想

36. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
36
発散 収束
個人ワーク グループワーク
創出のプロセスの定石
• 発散と収束
• 個人ワークからのグループワーク

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
37
新しい組み合わせの探索
ロボットの特徴的な「機能・形状」を固定
し、暮らしの中にあるモノに機能を片っ端か
ら強制的に付与して、新しい「価値」を探す

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
38
思考方法は２種類有りそうです
①モノを固定して、適当な機能・形状を探索
②機能・形状を固定して、適当なモノを探索
38

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3939
①モノを固定して、適当な機能・形状を探索
自宅のソファー（モノ）に、これまで出ている機
能・形状を付与すると、どういうアイデアがあり
得ますか？
投稿してみてください。
３分時間とります。

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40
②機能・形状を固定して、適当なモノを探索
「ホバリング」という機能を、身の回りのモノ
に付与すると、どういうアイデアがあり得ます
か？
投稿してみてください。
３分時間とります。

41. 2014 i.school All Rights Reserved.
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41
自由にアイデア創出
これまで出ている、ロボットの機能・形状を活用して、
未来の暮らしの中にありそうなロボットのアイデアを投
稿してみてください。
発散の時間です！
コツ：片っ端から機能とモノの組み合わせを試す！
５分位時間とります。
41

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42
使える機能・形状
ルンバ
• 空気を掃除機のように吸う
• 自律的に動き回る
ドラえもんの手
• 体表面を柔らかく密着させる
• 点ではなく面で触れて固定する
クアトロコプター
• ホバリングで飛ぶ
• 複数の仲間の位置情報を感知
• 自分の位置を自分で調整
RT4
・・・
RT5
・・・

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43
4
3©
UT
i.school,
All
rights
reserved

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44
授業の流れ
2100-: ひみつ
2115-: ①ロボット技術の調査
2145-: ②技術起点のアイデア発想
2200-: ③アイデアの量と質の収束
2220-: Q&A
44

45. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
4545
アイデアの
量と質の収束

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
46
収束
グループワーク
収束の意味
① 数を絞る
② 質を洗練させる
※実践的にはこれが何度か繰り返されます
①数を絞る ②洗練させる

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47
収束①：数を絞る観点とは？
• 新規性：こんなアイデア見た・聞いた事ない
• インパクト：社会・経済的影響度の強さ
• 実現可能性：エンジニアから無視されない
上記の観点を持ちつつ、自分がいいと思ったアイデアに
「いいね！」してみてください。
３分くらい時間とります
47

48. 2014 i.school All Rights Reserved.
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48
収束②：質を洗練させる観点とは？
• 選抜されたアイデアの特徴の中でも、「枝葉」にとら
われず、まずは「幹」を見つけようと努める。枝葉は
後から議論すれば良い。
特徴C
特徴A 特徴B
アイデア

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49
２つほど、アイデアの「幹」を投稿してみましょう
Idea1：・・・
Idea2：・・・
投稿の仕方：「アイデア□。幹は●●。」
WS２

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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
50
授業の流れ
2100-: ひみつ
2115-: ①ロボット技術の調査
2145-: ②技術起点のアイデア発想
2200-: ③アイデアの量と質の収束
2220-: Q&A
50

51. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
5151
第６回授業のゴール
▶ 「未来のロボット」のアイデアを出す
▶ 技術側の調査結果の活用方法が分かる

52. 2014 i.school All Rights Reserved.
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be used for any other purpose nor disclosed to any other party without i.school’s written consent.
5252
Q&A

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53
連続授業の流れ
講義（全５回） ワークショップ（全3回）
① 4/16【イノベーション創出にお
ける基礎と方法論】
② 4/23【理解①：インタビュー・
フィールド観察の目的と方法】
③ 4/30【理解②：技術・事例調査
の目的と方法】
④ 5/7 【創出：アイデア発想の発
散・収束・表現方法】
⑤ 5/14【実現：コンセプトのデザ
イン方法とユーザー調査】
⑥ 6/3 【ワークショップ①未来の暮
らしの中のロボットに学ぶ】
⑦ 6/10【ワークショップ②インドの
サービスに学ぶ】
⑧ 6/17【ワークショップ③ キャンパ
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社会市場 人間技術
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(製品／サービス／体験)
IDEA
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アイデア発想のプロセス

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