delicious tags - stem, math, techstuff, plearn, ERAU freshman eng - Lulu
- to ignite eudaimonia — a meaningfully well lived life. To ensure that people are living meaningfully better — that they're getting fitter, smarter, wiser, tougher, fairer, more empathic, creative, deliberative — in terms that matter most to them. If that sounds simple, it's anything but. --Umair Haque
- living: doing, achieving, fulfilling, becoming, inspiring, transcending, creating, accomplishing — all the stuff that matters the most. --Umair Haque
- 20 Questions To Guide Inquiry-Based Learning
- Inquiry Learning With iPads - 2 graphics, second one has apps for students as well as for teachers
100 things - How does it work? What can it do?
problem solving and creativity
- innovation - significant positive change
- discovery - science, appreciation, learning
- application, engineering
- problem solving, leadership - skills, patterns, practices, critical thinking
- design - creativity, goal
project team formation - knowledge, personality, preferences
Design in Mind
Design in Mind Learning™ is a motivational, design-based method for learning science, technology, and other subject areas, and for appreciating and developing the skills and habits of mind of an innovator. Through this approach, content knowledge is not just acquired, but rather is applied by participating in the process of design in order to solve real-world problems. Design is one of two fundamental approaches-Inquiry being the other-prescribed in national science standards documents crafted by the American Association for the Advancement of Science and the National Research Council for teaching and learning science.
- What are scenarios? (includes examples of different approaches)
- Why use them?
- Scenario ingredients: characters, decisions, and feedback
- What type of scenario?
- How to design a branching scenario
- Media and tools
What's the problem
- problem-based learning
- problem identification
- time management
- cost benefit
- priority, risks
- Winter mountaineering - the domain of natural inquiry
- Learning to ask the important questions
- Learning the requisite theory & background knowledge - collecting information from the immediate situation
- Critical thinking-in-action; fully-considered decisions and effective problem solving in response to questions
- Deepening knowledge through assessing and reflecting on experience
- Working with challenges of teamwork & collaborative decision making
- Authentic Assessment; real consequences are the measure of success
12 New Media Literacies
- distributed cognition
- collaborative intelligence
- trans-media navigation
23 Skills - Me, We, Process, Outcomes
Can You Teach Someone to Be Innovative?
- creativity is the process of coming up with new ideas, and innovation is the application of those ideas to a process, product, service or business model that will bring new value to customers. -- INTER
Grand Rapids Community College with industry partners and students identified 23 skills possessed by innovators and methods for teaching those skills. They determined the foundation for an innovative mindset and the thinking and behavior inherent in being innovative. -- League of Innovation 2009
23 Skills - Me, We, Process, Outcomes
Capacity and Capability: develop your skills as an individual to be a contributor, catalyst and thinker within the innovation process.
- Imagination - Explore your imagination
- Experience - Examine how your frame of reference is dependent on your experiences
- Situational Awareness - Analyze how situational stimuli impact emotional responses
- Motivation - Define what motivates you as an individual
- Self Reflection - Evaluate thoughts, feelings, events and interests to shape future actions
Collaboration and Connection: develop your skills as an individual and the skills of the greater team to collaborate using all the available creative resources and to leverage ideas and concepts throughout the innovation process.
- Contextualization - Formulate a common understanding for the application of a concept or an idea
- Champion - Inspire others to adopt concepts and ideas
- Teamwork - Collaborate with others to reach a common goal
- Communication - Express ideas with diverse communication tools
- Culture - Foster a culture of innovation
- Environmental Engagement - Value the importance of external inputs
Methodology and Application: expose and develop the innovator’s toolbox of approaches and techniques used to explore potential paths within the innovation process.
- Iteration - Revisit, refine, and renew ideas or concepts
- Synthesis - Show how more than one idea may be combined, modified or redefined into something new
- Discovery - Uncover the seeds of concepts and ideas
- Ideation - Develop concepts and ideas
- Experimentation - Utilize tools and processes for the refinement of concepts and ideas
- Filtering - Develop criteria for the refinement and/or selection of ideas
- Knowledge Management - Store ideas for future development
Adoption and Impact: ensure that the innovation process gains momentum and delivers the expected and sometimes serendipitous results to all stakeholders.
- Perspective - Incorporate diverse perspectives to promote acceptance for a concept or idea
- Leadership - Demonstrate leadership skills to promote innovation
- Transformation - Move an idea or concept into purposeful action
- Validation - Confirm the adoption of the concept or idea
- Sustainability - Demonstrate the viability of a concept or idea
Teaching and learning
teaching students skills that foster innovation - there are many skills that can be taught that serve as a foundation for individuals, groups and organizations to be innovative
- Share Best Practices - Patterns - sense making, pattern recognition and mental models are essential components of decision making." Then "through pattern recognition, the problem solver identifies actions to address the issue. As one begins to act, they are also assessing, in real time, the potential impact of their actions.... As problem solvers do this, they adjust their actions on-the-fly." -- from OLDaily
- community college industry collaboration - League of Innovation 2009 Can You Teach Someone to Be Innovative? Grand Rapids Community College with industry partners and students identified 23 skills possessed by innovators and methods for teaching those skills. They determined the foundation for an innovative mindset and the thinking and behavior inherent in being innovative. This is a really interesting idea and worth including.
- Critical thinking and problem-solving: To accomplish this, we need more problem-based learning.
- Collaborative leadership: How do you work together to solve problems and innovate at a distance? How do you "win friends and influence people" over the network? There is definitely a need to know how to do this.
- Adaptability and learning: Not only do you have to be flexible and adapt (isn't that humanity's claim to fame, being adaptable in harsh environments?), you have to be able to learn quickly. This doesn't sound like anything we didn't need to do as we evolved...why are we not doing it in school?
- Take the initiative and be creative: Waiting for direction from others rather than taking the initiative and creating something can be a show-stopper. I know that I want people on my team who can take the initiative and create something new, something *I* never could have imagined.
- Effective Oral and Written Communication: this seems obvious.
- Accessing and analyzing information
- Imagination - This actually reminded me of Seth Godin's purple cow
- Give students a complex, multi-step problem that is different from the ones they’ve seen in the past and, to solve it, they have to apply previously acquired knowledge.
- Students have to engage in parallel problem-solving--developing at least two ways to solve the problem--which requires some initiative and imagination. Then, share their solutions and rationale using effective communication skills (not just a Powerpoint, eh?)
- Teacher uses questions to push the student groups' thinking.
- Hold the team, and each member, accountable for the solution and the thinking that went into it.
the tyranny of the Right Answer
education has been subjected to the tyranny of the Right Answer, even though the most important questions don't have right answers.
- Who am I?
- Why should you believe me?
- Is this real?
- What is the most important thing that we should do next?
What Is Education For? Six myths about the foundations of modern education, and six new principles to replace them
No student should graduate from this or any other educational institution without a basic comprehension of:
- the laws of thermodynamics
- the basic principles of ecology
- carrying capacity
- least-cost, end-use analysis
- how to live well in a place
- limits of technology
- appropriate scale
- sustainable agriculture and forestry
- steady-state economics
- environmental ethics
Do graduates of this college, in Aldo Leopold's words, know that "they are only cogs in an ecological mechanism such that, if they will work with that mechanism, their mental wealth and material wealth can expand indefinitely (and) if they refuse to work with it, it will ultimately grind them to dust." Leopold asked: "If education does not teach us these things, then what is education for?"
- 1: Put customer satisfaction first
- 2: Make expertise your specialty
- 3: Do more than expected
- 4: Do what you say and say what you can do
- 5: Communicate effectively
- 6: Follow exceptional guiding principles
- 7: Praise your peers not yourself
- 8: Share your knowledge
- 9: Say thank you
- 10: Keep a smile on your face and the right attitude in your heart
Competitions, prizes, awards
- InnoCentive - We have thousands of Challenges that need your brainpower and companies that are willing to pay you to think. Get in on the action.
- X Prize Foundation - to create radical breakthroughs for the benefit of humanity thereby inspiring the formation of new industries, jobs and the revitalization of markets that are currently stuck. Today, it is widely recognized as the leader in fostering innovation through competition.
- The Tech Awards - Technology Benefiting Humanity
- Mismatches between Teaching Styles and Learning Stages "Mature students may respond like the disgruntled dog in a recent New Yorker cartoon, who complained, "It's always 'Sit,' 'Stay,' 'Heel'--never 'Think,' 'Innovate,' 'Be yourself'" (Steiner, 1990)" From the article, Teaching Learners to be Self-Directed
...teacher delegates responsibility that the learner is not equipped to handle. ... Many will not be able to make use of the "freedom to learn," because they lack the skills such as goal-setting, self-evaluation, project management, critical thinking, group participation, learning strategies, information resources, and self-esteem, which make self-directed learning possible
- Clear challenge in learning: match or mis match between learner needs and educator support - Rita Kop
my comment - Thanks for the great links. The "teacher" roles that Grow describes are important and I'm looking forward to seeing how these will evolve as our students create and expand their own PLNs. There is still a need for direction even if it is just a nudge or a suggestion or a link to another resource or subject matter expert. Is this a separate class of "teacher"? Are there new and different skills that I need to develop to be effective as an agent / curator / cross-pollinator?
- The Ten Faces of Innovation: IDEO's strategies for beating the devil's advocate and driving creativity throughout your organization - Tom Kelley - Learning - Anthropologist, Experimenter, Cross-pollinator, Organizing - Hurdler, Collaborator, Director, Building - Experience architect, Set designer, Caregiver, Storyteller
Caregiver - offer customers a safety net - curate the collection, build extra expertise, small can be beautiful, build relationships with sustainability, invite customers to join the club