No organization understands volatility and disruption better than the U.S. military. This is why the Army disrupted its own planning methodology, the Field Manual, to include design thinking in order to help leaders develop adaptive thinking, alternative operation plans, and increased agility in a landscape of fast-changing, increasingly complex conflicts.
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Blips - Radar Journal - 0 views
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SMU disrupts design with new Master's in art and design innovation - 0 views
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One of the mandatory classes places students in studio classes where they are given a client and a prompt to solve an open-ended problem using human-centered design.
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The current client is Café Momentum, a nonprofit restaurant that trains and hires juvenile offenders. The problem students have to solve is that many of the young men who work at Café Momentum are unable to get a lease or live in unaffordable housing because of their age.
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Students can take two elective courses in almost any subject as long as they can justify why they are taking the classes. She also emphasized that MADI is for anyone.
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Disrupting beliefs: A new approach to business-model innovation | McKinsey & Company - 0 views
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Education Experts Explain the Role Teachers Would Play for Students in Classrooms in a ... - 0 views
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With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
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Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
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The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
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In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
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New Normal Leader - Radar Journal - 0 views
www.radarjournal.com/new-normal-leader
leader radar leadership newnormal #MustRead #MVIFIshares change
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Keeping pace with the hockey stick curve of exponential change requires being deliberate about evolving as a leader.
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Too many leaders — both at the top and across organizations — are taking a linear perspective that focuses on small incremental gains, often achieved by squeezing harder on what they already know. The problem is that, in a world of exponential change, a linear path is an exit ramp.
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RADAR believes that “new normal” captures the emerging truth that change and volatility will continue to accelerate and intensify. Equally important, we believe many leaders have been led to think that new normal means things will level out again, and that there will once again be stable times they can get their arms around.
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Transforming from normal to new normal leadership is the single most important variable in sustainable success.
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transforming how you lead is difficult because leadership has become, more than ever, a team sport. A leadership team’s ability to become more adaptive requires not just individual change, but collective and coordinated change.
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Something makes us think that greater speed should require more intense focus on the road immediately in front of us. In reality, it is exactly the opposite.
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The most powerful and dramatic shift you can make toward new normal leadership is to reset your and your team’s perspective, to follow the racer’s rule of thumb and look out of the top 1/3 of the windshield. Like in racing, focusing farther ahead is the key not only to speed, but also to both seeing greater possibility and avoiding potentiallydeadly disruptions.
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What stands out most about how this team works is the time commitment they make to developing and maintaining up-and-out perspective.
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Resetting perspective is the most powerful evolutionary step you and your team can make toward new normal leadership.
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With leadership development, sensemaking forces leaders to teach high potentials how to learn, rather than what they know.
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Sensemaking — especially when approached as a team with a goal of producing aligned foresight — gives an organization one of the most remarkable assets imaginable: clarity of possibility.
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Why Finding Your Niche Is Just Plain Bad Advice - 0 views
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Why what people think matters more than where they’re from
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Since this may be a new practice, here’s a formula you can follow to begin figuring out what it is you believe. Just fill in the blanks of this statement: “Every [BLANK] can/should [BLANK]”
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For example:
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The Physics of Change - Education Reimagined - Education Reimagined - 0 views
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institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
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“Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
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the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
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we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
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the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
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earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
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three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
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When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
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When Everyone Is Doing Design Thinking, Is It Still a Competitive Advantage? - 1 views
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Design thinking has come a long way since I wrote about it here in 2008. The most valuable company in the world places design at the center of everything it does. Designers are on the founding team of countless disruptive startups. Domains such as healthcare, education, and government have begun to prototype, iterate, and build more nimbly with a human-centered focus. Now that design thinking is everywhere, it’s tempting to simply declare it dead—to ordain something new in its place. It’s a methodology always in pursuit of unforeseen innovation, so reinventing itself might seem like the smart way forward. But in practice, design thinking is a set of tools that can grow old with us.
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And I’d argue that in order to create sustained competitive advantage, businesses must be not just practitioners, but masters of the art.
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Umpqua
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UK’s Design Policy Unit
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Company evangelists handed out Moleskines with tips on “how to be better-makers,” and an internal tool (built on IDEO’s OI Engine) helps teams master design thinking through open-platform challenges.
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Design thinking even shows up in the questions asked during reviews, when employees are evaluated on how successfully they’re building its principles into everyday work.
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Getting to that kind of mastery is our challenge for the next decade. How might organizations build deep design thinking skills and creative leadership at all levels?
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host of resources
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5 Mindsets to Bring Positive Change Across Society - 1 views
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Stimulating positive change at civilization level also requires certain mindsets and ways of thinking.
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Here are five mindsets that will allow us to leave a positive mark on humanity. Curiosity and Critical Thinking
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It is by channeling a child-like sense of awe about the world that we can truly imagine something even better. That can be coupled with questioning how we do things in today’s world instead of accepting them as they are.
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It takes powerful curiosity, critical thinking, and imagination to envision radical alternatives to how we do things in today’s world and then be inspired to execute them.
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How can our youth grow up believing they can have a positive impact on the world if the news is suggesting otherwise?
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embracing uncertainty, stepping out of one’s comfort zone, and doing something that fulfills your life or company’s grand mission
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Moonshot thinking allows for radical, daring, and disruptive ideas as opposed to incremental improvements
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Having a cosmic perspective shifts the ambitions and priorities we set for ourselves to those that matter from a grand perspective. As a species, we become more purpose-driven.
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It’s not just about creating a product or generating profits, but also about solving a problem and having a positive impact on human lives.
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It’s about asking the right questions, being intelligently optimistic about the future, taking a risk with a moonshot, and maintaining a cosmic perspective.
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Grades Suffer When Class Time Doesn't Match Students' Biological Clocks - Inside School... - 1 views
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"An important piece of the story is that it's not just about making the life of a teenager easier by saying maybe we can make classes later," said Benjamin Smarr, a postdoctoral psychologist at the University of California at Berkeley who studies circadian rhythm disruptions and learning.
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As it turned out, taking a class schedule mismatched to your biological clock took a toll on students' grades, as the chart below shows.
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Early-rising "larks" had a grade advantage in morning classes, they found. Night owls performed better in afternoon and early evening classes, but the researchers also found these students tended to struggle more than those with earlier circadian rhythms in general. The researchers believe this was because their schedules were the farthest off "normal" class schedules, and the actual class times often varied significantly from day to day, making it difficult for these students to develop any consistency.
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Most high schools don't really have the option to make multiple sessions of the same class at different times, but Smarr said for those who use software that can track the timing of students' activity, it may be worth getting a sense of when different groups of students are likely to be most alert when scheduling core classes. Other forms of technology may also help, he said, allowing students to access classes or rewatch lectures at different times of the day.
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Why I Don't Grade | Jesse Stommel - 2 views
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Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
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Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
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You should consider this course a “busy-work-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.
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I find it strange that teachers and institutions would pre-determine outcomes before students even arrive upon the scene.
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As educators, we have helped build (or are complicit in) a system that creates a great deal of pressure around grades. We shouldn't blame (or worse, degrade) students for the failures of that system.
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Authentic feedback (and evaluation) means honoring subjectivity and requires that we show up as our full selves, both teachers and learners, to the work of education. Grades can't be “normed” if we recognize the complexity of learners and learning contexts. Bias can't be accounted for unless we acknowledge it.
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Because I put myself outside of the grading loop, I can focus all my efforts on feedback and encouragement — on teaching, not grading.” Which leads me to wonder whether “graded participation” is actually an oxymoron. We can't participate authentically, can't dialogue, without first disrupting the power dynamics of grading.
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“Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”
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a mixture of things assessed and a mixture of kinds of assessment, because the work of being a doctor (or engineer, sociologist, teacher, etc.) is sufficiently complex that any one system of measurement or indicator of supposed mastery will necessarily fail.
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“When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question.