This scientific article strikingly demonstrates ASIT's power by applying it to solve a concrete pedagogical problem: how to effectively train in ASIT's Division technique itself. Published in the Creative Education journal in December 2012, this work by Korean researchers perfectly illustrates how ASIT can be used reflexively to improve its own training tools.
The article presents the development of an innovative pedagogical tool based on the Game T, a traditional assembly game, transformed through ASIT into a robust and portable training device. Beyond this pedagogical aspect, the article also presents an industrial ASIT application that resulted in a Korean patent for methane hydrate extraction, thus demonstrating the method's versatility.
Develop a practical and effective training tool for teaching ASIT's Division technique, particularly in the context of problem-solving education for intellectual property (IPR). The challenge is to make one of ASIT's most frequently used techniques accessible and operational.
The Game T, an assembly game composed of four fixed pieces allowing creation of more than twenty different shapes, constitutes an excellent pedagogical support for practising ASIT's Division technique. However, its use in training presented a major problem: the pieces scatter easily with the slightest disturbance, making practical use difficult on a desk or during vertical demonstrations before students.
The authors applied ASIT to the Game T itself to solve this problem. Using the IFR concept (Ideal Final Result), they developed magnetic rubber pieces associated with a zinc-coated board. The magnetic adhesion force is sufficient to maintain pieces in fixed position, even when the board is turned upside down, while allowing easy manipulation.
The article presents two major ASIT applications: the pedagogical tool for Division technique (Korean utility model deposited) intended for e-learning and continuing education, and an innovative methane hydrate extraction method using inter-compressed containers (Korean patent registered), demonstrating ASIT's applicability from education to industrial engineering.
The authors rigorously followed ASIT's three-step process to develop their training tool. First step: identification of problem objects (game pieces) and environmental objects (desk, gravity). Second step: description of undesirable effect (pieces easily scattered) and formulation of desired effect (pieces maintained in position). Third step: selection of appropriate solution strategy and concrete development.
The article positions ASIT in the landscape of creative problem-solving methods. Brainstorming is presented as a group method based on random idea generation, effective but lacking structure. TRIZ is recognised as powerful but complex, requiring about 100 hours training with a TRIZ master and learning heavy tools (contradiction matrix, Su-Field analysis, ARIZ). ASIT positions itself as the optimal synthesis: operational implementation simplicity while maintaining problem-solving effectiveness.
The researchers followed an iterative experimental approach. Their first attempt with magnetic rubber pieces and board proved unsatisfactory: the board wrinkled and warped. This exploration led them to test different materials until identifying the optimal combination: magnetic rubber pieces and zinc-coated board, offering necessary adhesion without deformation disadvantages.
To demonstrate their methodological approach's robustness, the authors present a second ASIT application in a completely different domain: methane hydrate extraction. This application diversity validates the method's generality and its ability to solve very different nature problems, from pedagogical to industrial.
The authors present ASIT as a simplified and accessible version of TRIZ, developed by Professor Roni Horowitz. They explicitly emphasise that, compared to other methods, ASIT is simple and easy to apply for solving real problems. This operational simplicity precisely constitutes the reason why ASIT was chosen as the method to teach via the developed training tool.
The article documents the five techniques constituting ASIT's operational core: Unification (assign additional function to existing component), Multiplication (create new object of same type), Division (divide object and reorganise its parts in space and time), Symmetry Breaking (introduce different property values at different locations), Suppression (remove object from problem world). This complete documentation reinforces ASIT's credibility and understanding.
The authors clearly explain ASIT's problem-solving process in three distinct steps. Step 1: identify problem objects and environmental objects in the situation. Step 2: describe undesirable effect, formulate desired effect, and select appropriate technique among the five using provided templates. Step 3: develop concrete solution by automatically substituting objects in selected template. This clear structure facilitates ASIT learning and application.
The Division technique is presented as frequently used among ASIT's 5 techniques. Its template is clearly stated: "The object will be divided into parts and will be reorganised in space and time." The authors illustrate this technique with pedagogical examples from the Game T, showing how to divide and reorganise shapes to create new configurations, thus developing the creative thinking capacity necessary for problem solving.
The most remarkable aspect of this article is ASIT application to solve a problem related to teaching ASIT itself. This mise en abyme demonstrates the authors' confidence in the method and its versatility. Using IFR (Ideal Final Result), a concept close to ASIT techniques, the authors identified that pieces should automatically maintain position, leading to the magnetic solution without adding complex mechanisms.
Developing a tangible and patentable training tool considerably strengthens ASIT's expertise, authority and credibility. A utility model deposited in Korea validates the approach's originality. The tool makes ASIT more accessible for e-learning and continuing education, thus expanding its pedagogical reach. Creating a physical device dedicated to teaching ASIT testifies to the method's maturity and its importance in creative problem-solving education.
The authors demonstrate ASIT's power by presenting a concrete industrial application. Facing the problem of gas leakage during conventional methane hydrate extraction via rising pipe, they applied ASIT's 3 steps and selected the Suppression technique. Result: development of an innovative method using inter-compressed containers allowing hydrate ascent in ice form, thus suppressing the problematic rising pipe. This innovation was patented in Korea, demonstrating the commercial and industrial value of solutions generated by ASIT.
The authors conclude by firmly stating their conviction that ASIT and the Division technique training tool are applicable for finding creative solutions to various problem types. They propose international cooperation to develop more Division training tools and encourage using their device for educating young generations in problem solving and intellectual property.
This article brings a major contribution to ASIT's pedagogical dimension. By creating a tangible training tool specifically dedicated to teaching Division technique, the authors demonstrate that ASIT learning can be facilitated by concrete and manipulable devices. This hands-on approach reinforces structured creativity teaching effectiveness, particularly for kinesthetic learners.
The article concretely illustrates why ASIT is described as "simple and easy to apply". The authors solved their training tool problem by following the ASIT process straightforwardly, without requiring prior training hours or expert intervention. This practical demonstration of ASIT's accessibility considerably strengthens its attractiveness for companies and educational institutions.
By presenting two very different applications (pedagogical tool and industrial extraction), the article empirically demonstrates ASIT's versatility. This application diversity, from Game T to methane hydrate, proves that ASIT is not limited to a specific domain but constitutes a generic methodology applicable to different nature problems. This generality reinforces ASIT's value and relevance for different sectors.
The developed tool is explicitly designed for e-learning and continuing education. This orientation towards online and distance learning opens important perspectives for ASIT large-scale dissemination. The article anticipates modern educational needs and positions ASIT as a method adapted to new digital teaching formats.
Depositing a Korean utility model for the training tool and obtaining a Korean patent for the methane hydrate extraction method constitute important contributions to ASIT's intellectual valorisation. These legal protections demonstrate that ASIT applications generate sufficiently original and valuable innovations to deserve legal protection, thus reinforcing the method's commercial credibility.
By showing how ASIT can be applied to its own pedagogical needs, the article opens the way for developing other training tools for ASIT's four other techniques (Unification, Multiplication, Symmetry Breaking, Suppression). This reflexive approach inspires creating a complete range of pedagogical tools dedicated to each ASIT aspect.
The developed training tool perfectly illustrates how academic research on ASIT can materialise into operational devices immediately usable in classroom or company. This theory-to-practice transition reinforces ASIT's image as not only scientifically validated method, but also field-tested and equipped for its dissemination.
The authors explicitly call for international cooperation to develop more ASIT training tools. This openness towards cross-border collaboration suggests that ASIT transcends cultural and linguistic barriers, constituting a universal language of structured creativity applicable in different national and educational contexts.
Authors: Gil Su Yoon, You Heon Kim, Sung Ju Lim
Title: Division Technique Training Tool for Problem Solving Methods of IPR
Type: Scientific article
Journal: Creative Education
Publisher: Scientific Research Publishing (SciRP)
Volume: 3, Issue 8
Pages: 1404-1408
Publication Date: December 2012
DOI: 10.4236/ce.2012.38205
Language: English
Affiliations: Pukyong National University (Busan, South Korea), Invention and Promotion Association (Seoul, South Korea)
Keywords: Division Technique, ASIT, Training Tool, Problem Solving Method, Intellectual Property Right
Canonical link (official source): https://www.scirp.org/journal/paperinformation?paperid=25773
DOI: http://dx.doi.org/10.4236/ce.2012.38205
This article is published open access by Scientific Research Publishing. We recommend consulting the document via official links to respect copyright and access the reference version.
APA Format:
Yoon, G. S., Kim, Y. H., & Lim, S. J. (2012). Division Technique Training Tool for Problem Solving Methods of IPR. Creative Education, 3(8), 1404-1408. https://doi.org/10.4236/ce.2012.38205
ISO 690 Format:
YOON, Gil Su, KIM, You Heon & LIM, Sung Ju. Division Technique Training Tool for Problem Solving Methods of IPR. Creative Education, 2012, vol. 3, no 8, p. 1404-1408.
This article demonstrates that ASIT is simple enough to be effectively taught. Ready to train your teams?