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Martin Leicht

Is Design Thinking the New Liberal Arts? - CIO Journal. - WSJ - 0 views

blogs.wsj.com/...-thinking-the-new-liberal-arts

design thinking liberal arts college mash up remix

shared by Martin Leicht on 15 Nov 16 - No Cached
  • The first is feasibility
  • Next comes viability
  • The final dimension is desirability
  • ...19 more annotations...
  • Design thinking is now being applied to abstract entities, such as systems and services, as well as to devise strategies, manage change and solve complex problems.
  • d.school, was launched in 2004 as a graduate program that integrates business, the social sciences, the humanities and other disciplines into more traditional engineering and product design
  • take on the world’s messy problems together.
    • Martin Leicht
      Martin Leicht on 23 Nov 16
       
      human values & continuing evolution
  • deliberate mash-up of industry, academia and the big world beyond campus is a key
  • rigorous engineering education; entrepreneurship and entrepreneurial thinking; and the arts, which broadly encompasses creativity, innovation and design
  • students needed to learn how to think critically and creatively every bit as much as they needed to learn finance or accounting.
    • Martin Leicht
      Martin Leicht on 23 Nov 16
       
      approach from different perspectives & even combine approaches to find innovative solutions
  • has design thinking now become the new liberal arts? After pondering the question, I believe the answer is: No
  • Design Thinking is frequently identified as an engaging process and methodical framework for approaching complex, multidisciplinary problems in ways that consistently result in solutions that are successful and often creative in unpredictable way
    • Martin Leicht
      Martin Leicht on 23 Nov 16
       
      DT - it's a framework for thinking about complex, multidisciplinary problems to be applied to anything
    • Martin Leicht
      Martin Leicht on 23 Nov 16
       
      successful design solutions are found at the intersection of "feasibility", "viability," and "desirability.'
  • How is design thinking human-centered,
  • Do disciplines, in order to evolve and advance, need some place in which to play and from which to be provoked?… Research-as-questioning is a much freer and more playful approach to discovery. It keeps us in closer contact with our natural disposition to curiosity and wonder.”
  • concluded that their action-oriented approach to problem solving did not pay proper attention to past knowledge. “A truly human-centered design, if it takes culture at all seriously, would have to take pastness seriously
    • Martin Leicht
      Martin Leicht on 23 Nov 16
       
      study of the past sets us up to live well in future
    • Martin Leicht
      Martin Leicht on 24 Nov 16
       
      Design Thinking does not really focus much on the past beyond the definition of the problem/challenge were liberal arts does.
  • But for them to really shape the future of university learning, they will have to do a better job of engaging with precisely what the university was designed to promote, and what design thinking, with its emphasis on innovation, has thus far completely ignored: the past.”
  • The difference between science and engineering is often described by the nature of the questions that are asked: scientists ask why as they attempt to understand the world, while engineers ask why not as they attempt to change it and create what has never been
    • Martin Leicht
      Martin Leicht on 24 Nov 16
       
      You need both Science, the why, and Engineering, the why not, to fully leverage/use/benefit from design thinking. As do Liberal Arts and Design Thinking. Both are a symbiotic twin.
Brian C. Smith

Teachers Going Gradeless - Arthur Chiaravalli - Medium - 0 views

medium.com/...s-going-gradeless-50d621c14cad

grading assessment student-centered

shared by Brian C. Smith on 13 Apr 17 - No Cached
  • study showed that scores alone made students either complacent or unmotivated depending on how well they did. Scores with comments were just as ineffective in that students focused entirely on the score and ignored the comments. Surprisingly, it was the students who received comments alone that demonstrated the most improvement.
  • student self-assessment/self-grading topped the list of educational interventions with the highest effect size. By teaching students how to accurately self-assess based on clear criteria, teachers empower them to become “self-regulated learners” able to monitor, regulate, and guide their own learning.
  • The reason students never develop these traits is that our monopoly on assessment, feedback, and grading has trained students to adopt an attitude of total passivity in the learning process.
  • ...2 more annotations...
  • For some of us, the word gradeless means to grade less, that is, limiting the impact of grades within the context of current constraints. Some are just trying to get away from toxic assessment and grading practices, like assessments with no opportunity to redo or retake or zeroes on the mathematically disproportionate 100-point scale.
  • For others, gradeless means without grades, that is, avoiding the damaging and demotivating effects of grades entirely. These teachers are trying to put the focus squarely on learning, eliminating grades in favor of feedback and growth.
Dana Watts

Why Every Edtech Company Should Take Field Trips to Schools | EdSurge News - 1 views

www.edsurge.com/...ld-take-field-trips-to-schools

edtech company field trips schools

shared by Dana Watts on 16 Sep 15 - No Cached
  • Dana Watts on 16 Sep 15
     
    Love the fact that article places the ownership on businesses instead of the other way around. It is a two way street.
  • Brian C. Smith on 17 Sep 15
     
    This is a no-brainer for EdTech companies. It's pure marketing and R&D. I don't mind the idea of the corporate world learning from going to school, let's keep them honest about what they are learning. This particular person is proudly touting her strategies for stealing free R&D at the expense of disrupting any flow of learning. Not to mention capitalizing on the little free planning time the teacher has (point #3). If a school is okay with this, so be it, but I might question its focus.
Martin Leicht

Read This Story Without Distraction (Can You?) - The New York Times - 0 views

www.nytimes.com/...thing-and-read-this-story.html

multitasking monotasking distraction read focus

shared by Martin Leicht on 18 Oct 16 - No Cached
    • Martin Leicht
      Martin Leicht on 18 Oct 16
       
      Unless of course the task is tortuous, then we are prone to look for distraction. We would rather help others work on this tortuous task.
  • by doing more you’re getting less done.
  • were enough to double the number of errors participants made in an assigned task
  • ...16 more annotations...
  • interruptions as brief as two to three seconds
  • It’s a digital literacy skill
  • paying attention
  • If I keep looking at my phone or my inbox or various websites, working feels a lot more tortuous. When I’m focused and making progress, work is actually pleasurable.”
  • monotasking is “something that needs to be practiced.
  • humans have finite neural resources that are depleted every time we switch between tasks
  • Not the same as mindfulness, which focuses on emotional awareness,
  • I just stuff my brain full of them because I can’t manage to do anything else,” she said. “The sad thing is that I don’t get any closer to deciding which one I like.”
  • That’s why you feel tired at the end of the day
  • Almost any experience is improved by paying full attention to it
  • The more we allow ourselves to be distracted from a particular activity, the more we feel the need to be distracted.
  • Research shows that just having a phone on the table is sufficiently distracting to reduce empathy and rapport between two people who are in conversation
  • After spending a few days hiking in the Arctic by myself, I was able to get all of them done in just a few days.”
  • Start by giving yourself just one morning a week to check in, and remind yourself what it feels like to do one thing at a time
  • Practice how you listen to people
  • Put down anything that’s in your hands and turn all of your attentional channels to the person who is talking
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