Innovation Diploma Consultivation

When the Centers for Disease Control and Prevention used the Innovation Diploma Disney Cohort as consultants for learning and integrating design thinking into their Open Idea Lab in Atlanta, the doctors and administrators there coined a hashtag at the end (because the approach created great impact): #RentAStudent

Well, iDiploma Director Meghan Cureton (@MeghanCureton) seized on that insight and started an adVenture series that the Disney Cohort named “Consultivation.” In short, an outside person spends a 90-minute session with the Cohort to work through a rapid design lab to address a challenge or opportunity he or she faces in work or business.

Today, the iDiploma Disney Cohort hosted its third consultivation. The chief engineer for NAES (North American Energy Services) joined us to share a challenge his team is facing in communication. A photo gallery of the consultivation can be found below, and a Google doc of the facilitation flow is also provided.

If you are looking for creative and productive ways to blur lines between “school” and “real world,” you may want to consider something like our consultivation. Our student learners are not only amazing future resources, but they are incredible current resources – growing designers who want to and can contribute to real-world problem solving and solution seeking.

Our client left this morning saying that he was extremely excited to explore the solutions our iDiploma Disney Cohort created – hybrid systems that combine and integrate already-available tools which work together to address the needs that our user shared with us. He also indicated that he was leaving with a “standard” against which to measure future, potential solutions because of the needfinding and prototyping that was made visible this morning… in just 90 minutes.

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#MustRead Shares (weekly)

  • HT @Romathio
    Finnish schools dropping subjects. http://t.co/EHZzL2spCB cc: @jbrettjacobsen @boadams1 @EmilyBreite @kristaparker @HollyChesser #mvlearns
    Schools in Finland will no longer teach ‘subjects’ http://t.co/ufIbBOGwN7 @boadams1 @cliffordshelley @chiphouston1976 @jbrettjacobsen

    tags: mvlearns topic-based schoolreform schooldesign schools of the future curriculum #MustRead

    • “What we need now is a different kind of education to prepare people for working life.
    • Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic.
    • More academic pupils would be taught cross-subject topics such as the European Union – which would merge elements of economics, history (of the countries involved), languages and geography.
    • There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills.
    • “We really need a rethinking of education and a redesigning of our system, so it prepares our children for the future with the skills that are needed for today and tomorrow.
    • Ms Kyllonen has been advocating a “co-teaching” approach to lesson planning, with input from more than one subject specialist.
  • “Making nonhuman things intuitive to humans. Purpose provision. Opposability. Cross-class expertise.”

    tags: skills #MustRead

    • As the economy changes, the skills required to thrive in it change, too, and it takes a while before these new skills are defined and acknowledged.
    • For example, in today’s loosely networked world, people with social courage have amazing value. Everyone goes to conferences and meets people, but some people invite six people to lunch afterward and follow up with four carefully tended friendships forevermore. Then they spend their lives connecting people across networks.
      • Network sustainability.
    • People with social courage are extroverted in issuing invitations but introverted in conversation — willing to listen 70 percent of the time. They build not just contacts but actual friendships by engaging people on multiple levels. If you’re interested in a new field, they can reel off the names of 10 people you should know. They develop large informal networks of contacts that transcend their organization and give them an independent power base. They are discriminating in their personal recommendations since character judgment is their primary currency.
    • “The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance.”

Posted from Diigo. The rest of my favorite links are here.

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  • Incredible piece about the incredibly designed UX at Disney. What if “school” had more of this UX design and capability? Wow!

    HT @TreyBoden

    tags: technology product innovation design disney wearables ux #MustRead

    • In fact, it’s called the paradox of choice: You make people happier not by giving them more options but by stripping away as many as you can. The redesigned Disney World experience constrains choices by dispersing them, beginning long before the trip is under way. “There are missions in a vacation,” Staggs says. In other words, Disney knows that parents arrive to its parks thinking: We have to have tea with Cinderella, and where the hell is that Buzz Lightyear thing, anyway? In that way, the park isn’t a playground so much as a videogame, with bosses to be conquered at every level. The MagicBands let you simply set an agenda and let everything else flow around what you’ve selected. “It lets people’s vacations unfold naturally,” Staggs says. “The ability to plan and personalize has given way to spontaneity.” And that feeling of ease, and whatever flows from it, just might make you more apt to come back.
    • Will the world at large ever become something akin to Disney World, loaded with sensors attuned to our every move, designed to free us? There are signs.
  • “Innovation is a journey. It’s a type of collaborative problem solving, usually among people who have different expertise and different points of view. Innovations rarely get created full-blown.”

    “we found that innovative organizations are communities that have three capabilities: creative abrasion, creative agility and creative resolution.”

    “Why is it that Pixar and Google are able to innovate time and again? It’s because they’ve mastered the capabilities required for that. They know how to do collaborative problem solving, they know how to do discovery-driven learning and they know how to do integrated decision making.”

    “For sure, there are times when visionary leadership is exactly what is needed. But if we want to build organizations that can innovate time and again, we must recast our understanding of what leadership is about. Leading innovation is about creating the space where people are willing and able to do the hard work of innovative problem solving.”

    tags: ted video ethnography creativity collective genius innovation leadership #MustRead

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  • tags: innovation IDEO #MustRead

    • Innovation is all about people. It is about the roles people can play, the hats they can put on, the personas they can adopt. It is not just about the luminaries of innovation like Thomas Edison, or celebrity CEOs like Steve Jobs and Jeff Immelt. It is about the unsung heroes who work on the front lines of entrepreneurship in action, the countless people and teams who make innovation happen day in and day out.
    • At Ideo, we’ve developed 10 people-centric tools, talents, or personas for innovation. Although the list does not presume to be comprehensive, it does aspire to expand your repertoire. We’ve found that adopting one or more of these roles can help teams express a different point of view and create a broader range of innovative solutions.
  • Teacher and facilitator collaboration is a MUST! GHS provides a nice, quick case study of why this mantra of collaboration is critical for modern education – if we truly mean to be innovative in our practice!

    tags: collaboration innovation #MustRead

Posted from Diigo. The rest of my favorite links are here.

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  • “But this gave me the idea that if something wasn’t there, I could make it happen.”

    tags: innovator_profiles #CohortRead Maker #MustRead

    • But this gave me the idea that if something wasn’t there, I could make it happen.
    • At work, I iterate all the time. I think this is a very important trait. I’ll try something and then shift if it doesn’t work.
    • I didn’t start out to create a company. I wanted to solve problems.
  • HT Trung Le of Wonder, By Design

    tags: design school leadership leadership20 leadership #MustRead

  • Why LMS is not a sound facsimile for more genuine networked learning. (Supports foundational philosophies of #fsbl, #synergy, #iDiploma) Connected to a more real-world justification for ePortfolio types.

    tags: connected_learning self-directed_learning ePortfolio Educational_Technology LMS connected Networking #MustRead iDiploma innovationdiploma

    • An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.
    • In his manifesto on Connectivism, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.
    • we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change.
    • On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.
  • HT @MeghanCureton

    tags: learner-driven student centered School Change school model #MustRead

  • HT @therealjamcam

    “In an effort to change how American schools think about teaching, Jenkins’ team developed a strategy called PLAY (Participatory Learning and You) to explain the exploratory and experimental approach to teaching they think students would benefit from. The team worked with teachers in the Los Angeles Unified School District, and recently released a series of studies that describe what they found.”

    tags: participatory connected relevance exploration experimentation traverse observationjournals Synergy #MustRead

    • What defines the PLAY strategy are things like creativity, co-learning, engagement and motivation, making learning relevant, and thinking of education as an ecosystem, where the connections between school, home, community and the broader world are all equally important. Using those principles, the goal is to teach skills students will need in the outside world — things like exercising sound judgment.
    • One of the biggest challenges for teachers attempting to implement PLAY’s pedagogy is letting go of some of the control that teachers are taught to maintain over their classrooms. A teacher-centered approach can stifle the creative, experimental, and sometimes accidental learning that can be transformative.

Posted from Diigo. The rest of my favorite links are here.