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After a first experiment presented to TRIZ Future Conference 2012 which objective was to teach simultaneously future teachers and students of 2 classes of a technical college, this paper will present a proposal which aims at extending the experiment to a larger group made of 10 colleges, 24 new teachers and about 300 students (compared to 1 college, 6 teachers and 60 students). To resolve the tackled problem (how to train without being trained) a specific pedagogy, named as “knowledge spiral” has been proposed and tested and has brought interesting benefits. The matter is that while the number of people to be trained is enlarged, the number of resources is not extending. To the contrary it is even more restricted, and new constraints have to be considered: • How to apply a pedagogy when the number of students is enlarged, could we used the same pedagogy, and how to adapt it? • How to leverage the “knowledge spiral” with limited resources: especially less time to develop the competences? • How to apply the “knowledge spiral” with geographical separated resources within the same time frame? In these conditions, the new proposal could not be a direct homothetic transformation of the previously proposed one. Thus, a new model, again inspired by the “knowledge spiral” has been developed with the introduction of a fourth level of resources: expert, trained teacher, non-trained teacher, and student. This will, in a certain extent, enlarge the spiral. Another aspect, due to the new constraints, is the use of a generic problem to be solved for all the trained groups, this problem being used both to trained the teachers and proposed to students as a school case study. The case study will emphasizes the different concepts of TRIZ (contradictions, I.F.R., available resources, specific conditions…). This implies the expert to describe both the case, the method to solve it, and also to define the border of the case in order to make it understandable and usable for teachers (without the expert), but without restraining the domain of possible solutions for learners (both teachers and students). To fit these requirements, the proposal was to give teachers the meta-rules of a creative game, these meta-rules enabling the game to be applied in any context. To reach the objectives, the well-known example of TRIZ applied to the rescue of people during the Titanic sinking will be used to develop the creative game. A first session will be directed with teachers, and then the teachers will put it in practice with their students. In order to motivate both the teachers and the students, a kind of competition will be proposed, first between the different teams inside colleges, and then a challenge between the best team of each college. To be relevant this competition will have to fit some pre-defined rules, as nature of problem to be solved, allocated time, team composition, innovative evaluation, and so on. For the evaluation, the already presented “radar” diagram will be used once more.

International audience; Since last year, in France, an official education program includes more than 50 hours of innovation methodology and training mainly based on TRIZ methods! But the problem is that teachers of the classes (sciences and technology for engineers and sustainable development) do not have any training on TRIZ, or will only receive it in the next years... So the contradiction is that teachers have to be taught about TRIZ methods to be able to teach it, but teachers could not be taught on TRIZ methods as there are no time resources to do it. With the aid of an external TRIZ expert, it has been proposed to use as a main resource a team of 6 teachers and the time of course preparation to both teach teachers and develop a new, innovative teaching method. This experiment started this year for 2 classes to inventively teach TRIZ to teachers "in real-time" while students learn it by practicing the innovation methodology and creativity tools through a project. The paper describes the 3-level approach to " develop a new educational method " , to "teach the teachers" and to enable students to learn through a "creativity challenge for innovation". The identified key problems related to this new educational method and the results of this new approach will be presented. As results, one can notice a new way of evaluating where everybody wins (education system, teachers, students), based on contradictory parameters in a "2D radar" highlighting students' inventive abilities. From initial state to Ideal Final result, the paper explores the key success factors, the next steps and the set of problems linked to the implied actors: teachers and students, and also the educational system. The originality of the approach is that typical solutions used in learning with industries have been applied in the educational system, whereas it is traditionally the opposite…

To overcome limitations of the classical TRIZ model of contradiction, a generalization of the model has been defined. This Generalized System of Contradictions (GSC) has now to demonstrate its usefulness and the way it can be operated. To go forward an elicitation of a method to use this GSC, different ways to recognise and to identify it will be proposed in this article. These different ways are based on different strategies that will have to be tested by the analysing of the robustness of the resolution for each of the strategies.

In this paper, an approach to combine optimization methods and methods from TRIZ will be introduced. The aim is to propose a cross-fertilization of sequential experimentations, an optimized way to build Design of Experiments and to find the best solution for a given problem, and the formulation, and of course resolution, of contradictions. The idea is to search through sequential experimentation if a solution fits all the requirements of a given specs. If it does the problem is considered solved, if not, the problem is considered an inventive one. Then methods of TRIZ can be applied. But the approach proposes an extraction of contradiction out of the sequential experimentation, as these techniques enable to limit the number of elements considered in the problem and to focus only on few but main elements describing the problematic situation. As the focusing on the few but main elements of the problem is one the key objective of ARIZ methodologies, one can consider that sequential experimentation is complementary to TRIZ based methods and that it can provide a good way to make analysis of initial situation.