The Future of Education | By Futurist Gerd Leonhard | A Video for EduCanada — from futuristgerd.com

Per Gerd:

Recently, I was invited by the Embassy of Canada in Switzerland to create this special presentation and promotional video discussing the Future of Education and to explore how Canada might be leading the way. Here are some of the key points I spoke about in the video. Watch the whole thing here: the Future of Education.

 

…because by 2030, I believe, the traditional way of learning — just in case — you know storing, downloading information will be replaced by learning just in time, on-demand, learning to learn, unlearning, relearning, and the importance of being the right person. Character skills, personality skills, traits, they may very well rival the value of having the right degree.

If you learn like a robot…you’ll never have a job to begin with.

Gerd Leonhard


Also relevant/see:

The Next 10 Years: Rethinking Work and Revolutionising Education (Gerd Leonhard’s keynote in Riga) — from futuristgerd.com


 

Demarginalizing Design: 3 powerful ways to get started — from ditchthattextbook.com by Dee Lanier

Excerpt:

Get proximate to the pain

  • Gather the people that are most affected by the problem.
  • Listen for pain. Emotions such as outrage and frustration are insights into the source of the problem.
  • Design with them, not for them. Your job is to facilitate the discussion that allows them to come up with their own solutions that affect their community.

From DSC:
You will notice some more postings regarding “Design Thinking” on this Learning Ecosystems blog from time to time. I’m continuing to do this because as we move more toward a reality of lifelong learning, we should probably rethink the entire cradle-to-grave design of our learning ecosystems.

 

GreenLight Means Go: Where Learner and Employment Records Are Headed — from gettingsmart.com by Getting Smart Staff

Excerpt:

New solutions present a unique solution to these challenges by providing a user-controlled technology to store, share, search, and match acquired competency with opportunity. One of the key players in this space is GreenLight Credentials, a frictionless, user-controlled talent search and credential-communicator that addresses these issues. On the outbound side, institutions and their learners can store any type of verified record including transcripts, credentials, badges, or other documentation of learning. These learning experiences are then translated into data – competencies, skills, interests, and accomplishments that are then matched with scholarship, university and employment opportunities. Universities and employers can join the network to discover and connect with prospective students or employees.

The vast majority of students who graduate from high school in the United States typically have their learning diluted to a single one-page transcript that lists courses and grades – and often a GPA.

What young people need now are repetitions in design thinking – to repeatedly find, frame, address complex problems and deliver value to a community.

— Getting Smart Staff

Also relevant/see from Getting Smart:

Innovating Together: the Geopolitical and Educational Path Forward — by Tom Vander Ark

Key Points

  • The new mission of school is cultivating curiosity, purpose and problem solving by inviting learners into real world challenges in diverse teams using smart tools.
  • The path forward is innovating together.

The VUCA world (volatile, uncertain, complex, and ambiguous) is now hyper-connected (VUCAH).

Also relevant/see:

 

From DSC:
The items below made me reflect on the need to practice some serious design thinking to rethink/redesign the cradle-to-grave learning ecosystems out there.


Real World Learning in Action — from gettingsmart.com by Shawnee Caruthers

Key Points

  • The Real World Learning initiative was created to address a simple, but equally complex challenge: How do you prepare students for life after high school?
  • The traditional, go to classes, earn some credits, participate in some activities and earn a diploma wasn’t working, at least not equitably.

Creating a new high school experience starts with innovative thinking and advocates willing to say yes. As a result of collaborations, visiting best practice sites and numerous convenings, the Kansas City region is now a hub for pathways, wall-to-wall academies, microschools, innovation academies, student-run businesses, strong client-connected project examples and more. Educational stakeholders can now go across state lines to see future-forward thinking for students.

Also relevant/see:

Framing and Designing the HOW — from gettingsmart.com by Rebecca Midles

Key Points (emphasis DSC):

  • The referenced circle graphic is intended to guide how we talk about our work as a system, internal and externally.
  • It also is about understanding our why on a personal level.
  • Learning systems are specifically designed to get the results they have, and to change results, we have to redesign the system.

Also relevant/see:

Fewer People Are Getting Teacher Degrees. Prep Programs Sound the Alarm — from edweek.org by Madeline Wil

Excerpt (emphasis DSC):

As teacher dissatisfaction rates rise and concerns about teacher shortages intensify, colleges of education are sounding the alarm: Enrollment has been steadily declining for the past decade, and the pandemic has likely made things worse.

Smaller and Restructured: How the Pandemic Is Changing the Higher Education IT Workforce — from educause.edu by Jenay Robert

Excerpt:

Several prominent themes emerged from the analysis of these responses and are supported by other recent EDUCAUSE research:

  • Though most respondents reported a reduction in force, some were able to justify adding new positions to their units in 2021, primarily to meet new institutional needs.
  • Budget cuts were the main cause of reductions in force.
  • Work factors such as flexible, remote work options and competitive salaries are playing a central role in attrition and recruitment.
  • Increased workloads and personal stressors related to the pandemic have resulted in widespread burnout among staff.
  • IT units have plans to reorganize in 2022 to become more agile and efficient and to respond to the evolving needs of their organizations.

Allan: With $175G Grants, Accelerate ED Looks to Better Link K-12, College & Work — from the74million.org by Sara Allan

Excerpt:

Today, most states require high school students to complete a set of defined courses, assessments and experiences in order to graduate on a career-ready pathway. However, the number of schools that fully embrace coherent programs of study that connect K-12, higher education and employment remains frustratingly small.

.


What if every high school student had the chance to take an additional year of courses related to their interests and earn enough credits to complete their associate degree one year after high school while gaining valuable experience and career preparation—at little to no cost?

— from Seamless Pathways to Degrees and Careers

From DSC:
The above quote is the type of “What if…” question/thinking that we need to redesign our cradle-to-grave/lifelong learning ecosystems.


A relevant addendum on 6/1/22:

 

How to integrate storytelling as design thinking in your classroom — from bookcreator.com by Michael Hernandez

Excerpt:

I’ve been thinking a lot about the need to prepare my students for their future and how I can help develop the skills and mindset they’ll need to solve some pretty big global challenges we now face.

While I see my STEM and science colleagues integrating skills like creativity, problem-solving and ideation, technology use and innovation, I often wondered how I could integrate these skills into my journalism, film and photography classes.

Until I realized that I already do.

Often thought of as either a frivolous hobby during our downtime, or a one-way fire hydrant of information from textbooks in school, working with student storytellers over the past 23 years has illuminated the idea that, if done right, student-made digital stories can be a powerful learning experience and creative problem solving exercise.

 

It’s (Past) Time to Redesign the Teaching Profession — from gettingsmart.com by Katie Kimbrell

Excerpts (emphasis DSC):

I don’t care if you don’t have kids, if your kids are grown, or if you think for some reason you’re shielded from this threat: This crisis should concern everyone. Just like when any core institution is threatened to subsist, reinvention is not just an opportunity to do better, but an imperative to survive—both for an institution, but more importantly, for our collective humanity.

Please note that this piece is not making an argument for the concept of agency teaching (ie. please don’t send me your theses on why my idea is bad), but rather to demonstrate a point about the need to rethink the teaching profession and to treat educators as humans and critical stakeholders in the way we redesign it.

Asking a critical mass of past, present, and future educators these questions is where the empathy work begins—and therein the only way we will be on the right track in designing a system that works for all the humans inside of it.

Also relevant/see:

Who is Going to Teach the Kids? — from by Cameron Paterson

Key Points:

  • There have been profound changes in the work and workload of teachers.
  • During remote learning, both teachers and students discovered a new sense of autonomy.
  • Reprioritizing the focus of work for teachers is critical to the success of schools.
 

How Design Thinking Transforms Communities, One Project at a Time — from gettingsmart.com by Kyle Wagner and Maggie Favretti

Key Points

  • For many, entrenched in an outdated system, what if’s are the stuff of science fiction.
  • Too many structures hold this kind of innovation back — from standardized tests, to grades, to unwavering curriculum.
  • Design Thinking can transform communities.

#Whatif

What if every course began with a single Essential Question?

What if people were rewarded for having ideas and not ownership of them?

What if every student experienced success in solving a community problem?

What if school buildings were leveraged as community centers?

What if success in school was measured based on contribution to your community, rather than rote knowledge?

What if every learner could co-author their learning journey?


 

Design thinking for lawyers — from lawyerist.com by Marshall Licht

Excerpt (emphasis DSC):

Let’s face it: lawyers have a pretty spotty track record where innovation is concerned. We tend toward the secure, the risk-free, the known…the precedential. We shy from things we view as risky. “New” means “untested” and “untested” means “fraught.” And fraught is a nonstarter.

This propensity toward risk aversion arguably serves our clients reasonably well in the actual delivery of legal services. But it is a two-edged sword. It can simultaneously cripple us and our ability to reimagine how we practice law or how we build our law businesses to meet our clients’ ever-evolving needs.

What is Design Thinking?
Design thinking is an ethos. An ideology. A worldview. It is also, ultimately, a perfectly replicable process aimed at applying long-established and fundamental design principles to the way we build businesses and the processes in them. It is a hands-on, user-focused way to relentlessly and incrementally innovate, sympathize, humanize, solve problems, and resolve issues. For our purposes, design thinking is how you intentionally craft your law business over time to deliver legal services simply, functionally, and beautifully.

 

Design Thinking: A Quick Overview — from interaction-design.org by Rikke Dam and Teo Siang

Excerpt:

To begin, let’s have a quick overview of the fundamental principles behind Design Thinking:

  • Design Thinking starts with empathy, a deep human focus, in order to gain insights which may reveal new and unexplored ways of seeing, and courses of action to follow in bringing about preferred situations for business and society.
  • It involves reframing the perceived problem or challenge at hand, and gaining perspectives, which allow a more holistic look at the path towards these preferred situations.
  • It encourages collaborative, multi-disciplinary teamwork to leverage the skills, personalities and thinking styles of many in order to solve multifaceted problems.
  • It initially employs divergent styles of thinking to explore as many possibilities, deferring judgment and creating an open ideations space to allow for the maximum number of ideas and points of view to surface.
  • It later employs convergent styles of thinking to isolate potential solution streams, combining and refining insights and more mature ideas, which pave a path forward.
  • It engages in early exploration of selected ideas, rapidly modelling potential solutions to encourage learning while doing, and allow for gaining additional insight into the viability of solutions before too much time or money has been spent
  • Tests the prototypes which survive the processes further to remove any potential issues.
  • Iterates through the various stages, revisiting empathetic frames of mind and then redefining the challenge as new knowledge and insight is gained along the way.
  • It starts off chaotic and cloudy steamrolling towards points of clarity until a desirable, feasible and viable solution emerges.

 

 

From DSC:
This post includes information about popular design thinking frameworks. I think it’s a helpful posting for those who have heard about design thinking but want to know more about it.

 

 

What is Design Thinking?
Design thinking is an iterative process in which we seek to understand the user, challenge assumptions we might have, and redefine problems in an attempt to identify alternative strategies and solutions that might not be instantly apparent with our initial level of understanding. As such, design thinking is most useful in tackling problems that are ill-defined or unknown.

Design thinking is extremely useful in tackling ill-defined or unknown problems—it reframes the problem in human-centric ways, allows the creation of many ideas in brainstorming sessions, and lets us adopt a hands-on approach in prototyping and testing. Design thinking also involves on-going experimentation: sketching, prototyping, testing, and trying out concepts and ideas. It involves five phases: Empathize, Define, Ideate, Prototype, and Test. The phases allow us to gain a deep understanding of users, critically examine the assumptions about the problem and define a concrete problem statement, generate ideas for tackling the problem, and then create prototypes for the ideas in order to test their effectiveness.

Design thinking is not about graphic design but rather about solving problems through the use of design. It is a critical skill for allprofessionals, not only designers. Understanding how to approach problems and apply design thinking enables everyone to maximize our contributions in the work environment and create incredible, memorable products for users.

 

 

 

 

Introduction to Design Thinking — from experience.sap.com by Gerd Waloszek

Excerpt (emphasis DSC):

A Design Methodology
Basically, Design Thinking is a design methodology. It differs from traditional design approaches in specific ways described below. For example, some authors characterize Design Thinking as more creative and user-centered than traditional design approaches.

A Problem-Solving Approach or Process
Design Thinking can be regarded as a problem solving method or, by some definitions, a process for the resolution of problems (but see below for the differences between methods and process).

As a solution-based approach to solving problems, Design Thinking is particularly useful for addressing so-called “wicked” problems. Wicked means that they are ill-defined or tricky. For ill-defined problems, both the problem and the solution are unknown at the outset of the problem-solving process (as opposed to “tame” or “well-defined” problems, where the problem is evident and the solution is possible with some technical knowledge.) Even when the general direction of the problem may be clear, considerable time and effort is spent on clarifying the requirements. Thus, in Design Thinking, a large part of the problem-solving activity is comprised of defining and shaping the problem.

The resulting problem resolution is regarded as creative, fluid, and open, and also as the search for an improved future result (this is in line with Herbert A. Simon’s (1969) definition of design as the “transformation of existing conditions into preferred ones.”)

 

designthinking-sap-2012

 

 

Design Thinking Comes of Age — from the September 2015 Issue of the Harvard Business Review by Jon Kolko

Excerpts (emphasis DSC):

There’s a shift under way in large organizations, one that puts design much closer to the center of the enterprise. But the shift isn’t about aesthetics. It’s about applying the principles of design to the way people work.

This new approach is in large part a response to the increasing complexity of modern technology and modern business. That complexity takes many forms. Sometimes software is at the center of a product and needs to be integrated with hardware (itself a complex task) and made intuitive and simple from the user’s point of view (another difficult challenge). Sometimes the problem being tackled is itself multi-faceted: Think about how much tougher it is to reinvent a health care delivery system than to design a shoe. And sometimes the business environment is so volatile that a company must experiment with multiple paths in order to survive.

I could list a dozen other types of complexity that businesses grapple with every day. But here’s what they all have in common: People need help making sense of them. Specifically, people need their interactions with technologies and other complex systems to be simple, intuitive, and pleasurable.

A set of principles collectively known as design thinking—empathy with users, a discipline of prototyping, and tolerance for failure chief among them—is the best tool we have for creating those kinds of interactions and developing a responsive, flexible organizational culture.

Focus on users’ experiences, especially their emotional ones.

 


 

 


 

 


 

DesignThinkingMindShift-Dec2015

 


 

designthinking-twitter-dec2015

 

 

 

——————

Addendum on 1/6/16  (item #7)

 

figure 1

 

Figure 1. Design thinking’s five principles

Addendum:

Design thinking infiltrates K-12 education — from nextgenlearning.org by Michael Niehoff

Excerpts:

As education continues to evolve, many are looking outside the traditional classroom for new pedagogies to inform their instructional practice. One of these more recent schools of thought is design thinking: coming up with practical, creative solutions to current problems, with the intent of an improved future result.

Design thinking has been made famous by IDEO, a design firm that has taken the design thinking approach to create and innovate new products, services, spaces and interactive experiences. They have worked with education products and communities on a number of projects including redesigning online learning experiences, creating learning labs and even designing entirely new school programs.

Higher Education’s Torch Bearer:
The d. School at Stanford University including their efforts with the K12 Lab

K–12 Early Adopters:
Nueva Design Thinking Institute 
Design Tech High School

 

Is ‘Design Thinking’ the New Liberal Arts? — from chronicle.com by Peter N. Miller

Excerpt:

What is design thinking? It’s an approach to problem solving based on a few easy-to-grasp principles that sound obvious: “Show Don’t Tell,” “Focus on Human Values,” “Craft Clarity,” “Embrace Experimentation,” “Mindful of Process,” “Bias Toward Action,” and “Radical Collaboration.” These seven points reduce to five modes — empathize, define, ideate, prototype, test — and three headings: hear, create, deliver. That may sound corporate and even simplistic, but design thinking has been used to tackle issues like improving access to economic resources in Mongolia, water storage and transportation in India, and elementary and secondary education and community building in low-income neighborhoods in the United States.

John L. Hennessy, president of the university, and David Kelley, head of the d.school, have been having a conversation about what the d.school and design thinking mean for Stanford. Hennessy sees them as the core of a new model of education for undergraduates. Two such classes on design thinking have already been created: “Designing Your Life,” which aims to help upperclassmen think about the decisions that will shape their lives after graduating, and “Designing Your Stanford,” which applies design thinking to helping first- and second-year students make the best choices about courses, majors, and extracurricular activities. Both are popular. Kelley argues for incorporating design thinking into existing courses across the humanities and sciences.

 

One size doesn’t fit all innovation — from innovationexcellence.com by Ralph Ohr

Excerpt:

Design Thinking also focuses on understanding the needs of potential customers outside the building. But its motivations and tactics are different from those of Customer Development. Design Thinking doesn’t start with a founder’s vision and a product in-hand. Instead it starts with “needs finding” and attempts to reduce new product risk by accelerating learning through rapid prototyping. This cycle of Inspiration, Ideation and Implementation is a solutions-based approach to solving customer problems. Design Thinking is perfectly suited to situations where the process isn’t engineering-driven; time and money are abundant and the cost (and time) of a failure of a major project launch can be substantial. This process makes sense in a large company when the bets on a new product require large investments in engineering, a new factory or spending 10s or 100s of millions on launching a new product line.

Design Thinking is based on properly understanding customer needs and iteratively prototyping to meet those needs with a satisfying solution. It primarily aims at doing the right things (i.e. serving a well-understood need properly) before investing time and resources.

 

 

What is Design Thinking? [Infographic] — from smashfreakz.com

 

 

Design Thinking in Schools
Design thinking is a powerful way for today’s students to learn, and it’s being implemented by educators all around the world. This site is a directory of schools and programs that use design thinking in the curriculum for K12 students.

 

DesignThinkingInSchoolsApril2015

 This site has been put together by IDEO and the K12 Lab Network at Stanford’s d.school. Over the years we have seen so many schools and programs create amazing experiences for youth, helping them get in touch with their “inner designer” and build confidence in their creative abilities. With more and more programs emerging around the world, we wanted a place where we could see the global movement unfold,  we wanted parents to find programs to send their kids to, and we wanted teachers and administrators to be able to find like-minded colleagues with they could connect.

 

Using Design Thinking in Higher Education — from educause.com b

 

Design thinking focuses on users and their needs, encourages brainstorming and prototyping, and rewards out-of-the-box thinking that takes “wild ideas” and transforms them into real-world solutions.

 

Excerpt:

Albert Einstein famously said, “No problem can be solved by the same kind of thinking that created it.” So, assuming we agree, what exactly are our alternatives? How can we go beyond our standard approach to problems in higher education and entertain new possibilities? One promising alternative is to engage in design thinking.

Design thinking offers a creative yet structured approach for addressing large-scale challenges. In September 2014, we conducted an EDUCAUSE webinar, Design Thinking: Education Edition, and offered examples from our Breakthrough Models Incubator (BMI).

Here, we offer a summary of that webinar, discussing design thinking principles and process, describing real-world examples of design thinking in action, and offering possibilities for how you might introduce the approach into your own organization.

 

Empowering students through entrepreneurship and design thinking — from edutopia.org by Kim Saxe

Excerpt:

Entrepreneurship in pre-collegiate schools is spreading like wildfire! In 2011, a venture capitalist parent and I decided to pilot an Intro to Entrepreneurship elective for our seventh and eighth graders at The Nueva School. We were stunned when 23 of the roughly 100 students in those grades signed up for the course. This past year, we actually had to turn away seven students who wanted to repeat the class. Clearly, we had hit a chord with today’s youth.

 

Also see:

Part 2 of this blog will focus on synthesizing and envisioning solutions, the miracle of iteration, and some of the personal transformations by students who participated in the program.

 

A 40-minute crash course in design thinking  — from fastcodesign.com by Kyle VanHemert
Let this short film on designer and teacher Inge Druckrey open your eyes to the design details all around you.

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