Design Thinking

What would it take for higher education to develop/offer such “capability academies?” [Christian]

On 08/26/2022, in 21st century, 24x7x365 access, adjunct faculty, career development, changing business models, colleges, communities of practice, community colleges, competency-based learning/education, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, curriculum, Daniel S. Christian, Design Thinking, experimentation, faculty/staff, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, intelligent systems, intelligent tutoring, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning spaces, lifelong learning, microlearning, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, personalized/customized learning, platforms, society, staying relevant, streams of content, surviving, traditional / tradition, training / L&D, United States, universities, user experience (UX), using teams, vision/possibilities, vocational / trades, by Daniel Christian

From DSC:
Below are some reflections based on an article entitled, Understanding learning transfer through Archwell Academies. It’s from chieflearningofficer.com and was written by Erin Donovan and Keith Keating.

Excerpt:

To capitalize on learning transfer and extend learning beyond traditional training periods, practitioners have established capability academies. According to Josh Bersin, capability academies are the evolution of traditional training and self-directed learning. Bersin posited:

Capability academies are business-driven, collaborative learning environments that facilitate learning retention. . . . Going beyond rote lessons, capability academies help companies prepare for transformation by helping employees develop complex skills and providing guidance on how to apply them in the context of the business.

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

From DSC:
First of all, I have a lot of respect for the people that this article mentions, such as Josh Bersin and Will Thalheimer. So this article caught me eye.

It seems to me that the corporate world is asking for institutions of traditional higher education to deliver such “capability academies.” But that makes me wonder, could this even be done? Surely there aren’t enough resources to develop/deliver/maintain so many environments and contexts, right? It took Archwell, a global mortgage services outsourcing provider, an entire year to systematically design and develop such customized capability academies — just for their clients’ businesses.

The article goes on:

The core concept of capability academies rests on the importance of collaboration between the trainers and the business. The intention is to provide learners with practice of conceptual understanding and comparative scenarios in the context and environment where they will ultimately apply their skills. Capability academies focus on providing training distinctly aligning with learners’ job responsibilities.

Context. Skills. Acquiring knowledge. Being able to apply that knowledge in a particular environment. Wow…that’s a lot to ask institutions of traditional higher education to deliver. And given the current setup, it’s simply not going to happen. Faculty members’ plates are already jammed-packed. They don’t have time to go out and collaborate with each business in their area (even with more sabbaticals…I don’t see it happening).

I’m sure many at community colleges could chime in here and would likely say that that’s exactly what they are doing. But I highly doubt that they are constantly delivering this type of customized offering for all of the businesses in each major city in their area.

I can hear those in corporate training programs saying that that’s what they are doing for their own business. But they don’t provide it for other businesses in their area.

So, what would it take for higher education to develop/offer such “capability academies?” Is it even possible?

We continue to struggle to design the ultimate learning ecosystem(s) — one(s) whereby we can provide personalized learning experiences for each person and business. We need to continue to practice design thinking here, as we seek to provide valuable, relevant/up-to-date, and cradle-to-grave learning experiences.

The problem is, the pace of change has changed. Institutions of traditional higher education can’t keep up. And frankly, neither can most businesses out there.

I keep wondering if a next-generation learning platform — backed up by AI but delivered with human expertise — will play a role in the future. The platform would offer products and services from teams of individuals — and/or from communities of practices — who can provide customized, up-to-date training materials and the learning transfers that this article discusses.

But such a platform would have to offer socially-based learning experiences and opportunities for accountability. Specific learning goals and learning cohorts help keep one on track and moving forward.

Yale Study: Vast Majority of High Schoolers Unhappy at School — from fee.org by Kerry McDonald
The Yale findings echo previous conclusions about young people’s attitudes toward school.

Excerpt:

Most high school students are not happy at school. A new study by Yale researchers finds that nearly three-quarters of high schoolers report negative feelings toward school. The study surveyed more than 20,000 high school students in all 50 US states and found widespread dissatisfaction at school across all demographic groups, with girls reporting slightly more negative emotions than boys. According to Yale co-author Zorana Ivcevic,

It was higher than we expected. We know from talking to students that they are feeling tired, stressed, and bored, but were surprised by how overwhelming it was.

From DSC:
If you were to have polled him during his ninth through eleventh-grade years, our son would have been one of the very disgruntled students going through high school. His senior year was spent doing exactly what he wanted to be doing — and he was much happier, more engaged, and more motivated to learn the material. He was also around an entirely different student body his senior year — where students were there because they wanted to be there and they were all pursuing their craft.

Fast forward a couple of years, and he actually enjoyed a good deal of his learning experiences this summer and he’s really looking forward to his film and acting classes this fall. It’s amazing the amount of energy and determination/interest that gets unleashed when the motivation is intrinsic.
.

Learners need: More voice. More choice. More control. -- this image was created by Daniel Christian

Also from fee.org by Kerry McDonald:

How Disruptive Innovation Is Accelerating the Growth of Alternative Learning Models
Disruptive innovation is reshaping how children learn and expanding access to alternative education models.

.
9 Digital Etiquette Tips — from techlearning.com by Lisa Nielsen
Teaching proper digital etiquette to students starts with modeling it

Excerpt:

It’s undeniable that the pandemic changed the way we teach, learn, work, and live, but when some people returned to in-person learning and their schools, it seemed they could use some advice on digital etiquette for the new, and extremely connected, world in which we are now operating. This is a world where at any time you may be meeting or teaching in-person, via video, phone, or a combination thereof at the same time.

While adapting was easier for some, others could use a bit of help. For those people, you may want to share or discuss these tips with them.

A Guide To Design Thinking For Kids — from edtechreview.in by Saniya Khan

Excerpt:

The concept is active and inclusive. What’s more, children embrace design thinking with enthusiasm. Across the globe, schools are embracing design thinking as a new way to learn and increase student participation. It should be on our education agenda. Of course, this is more complicated than standard repackaged evaluations. However, conceptual thinking gives children golden opportunities for commitment and creativity, two prerequisites for true learning.
.

How Accredible Makes Learning Credible — from gettingsmart.com by Tom Vander Ark

Key Points

To increase the value of credentials, Accredible launched Spotlight Directory.
This allows issuers to provide a home base for people that hold their credentials.

Excerpts:

Learners store credentials in their Accredible wallet and can incorporate them into their LinkedIn profile.

To increase the value of credentials, Accredible launched Spotlight Directory which allows issuers to provide a home base for people that hold their credentials. For example, the Hootsuite Certified Professionals Directory showcases everyone that has earned a Hootsuite credential.

The faster the world of work changes, the more the transcripts lose signal value and the more we need finer grained and more dynamic ways of communicating capabilities.

Tom Vander Ark

Addendum on 8/22/22:

What parents should say to teachers (according to teachers) — from washingtonpost.com by Elizabeth Chang

Excerpt:

“Parents are often surprised by stories of other parents’ treatment of teachers,” wrote Margaret Flaherty, 42, a high school English teacher at a public school in Byfield, Mass. “When I share some of the things parents have said or written to me, mouths go agape. They can be mean. Very mean. And we are so tired. Start with assuming good intentions and take it from there.”

Mindful Leadership for Change — from gettingsmart.com by Rebecca Midles

Key Points

This blog builds upon Framing and Designing the How.
It digs into strategies for determining the ideal pace for implementation of innovation.

Also from gettingsmart.com, see:

States Partner on Micro-Credentials to Personalize Teacher Learning — from gettingsmart.com by Tom Vander Ark

Key Points

In 2020, more than 2000 educators earned more than 4000 micro-credentials.
Schools and systems adopted this new approach to give teachers more voice and choice in their learning.

Aurora Institute: Create Learning Ecosystems & Competency-Based Pathways Aligned Across K-12, Higher Education, Career & Technical Education, & the Workforce

On 07/25/2022, in 21st century, 24x7x365 access, active learning, adult learning, Alternatives, assessment, Bias | Diversity Equity & Inclusion (DE&I), budgets, career development, change, changing business models, collaboration, colleges, communities of practice, community colleges, competency-based learning/education, corporate / business world, corporate universities / corporate training, Design Thinking, education, education reform, engagement / engaging students, experimentation, future, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, K-12 related, leadership, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, legislatures / government / legal, lifelong learning, love of learning, more voice more choice more control, motivation, participation, passions, personalized/customized learning, policy, real-world assignments, reinvent, skills, society, staying relevant, strategy, student-related, surviving, teachers, teaching & learning, training / L&D, United States, user experience (UX), vision/possibilities, vocational / trades, workplace, youth, by Daniel Christian

“We must invest in building the new policies, practices, and infrastructure that drive transformational
change toward aligned, lifelong learning ecosystems w/personalized + #CBE pathways. In learning ecosystems, learning is organized around individuals…” https://t.co/xWCIngcEV5

— Emily Liebtag, Ed.D. (@EmilyLiebtag) July 21, 2022

Aurora Institute: Federal Policy Priorities and Recommendations 2022 — from aurora-institute.org

Introduction:

It is critically important for our country to reimagine education and focus on investing in our future, not our past. The current K-12 education system has not produced equitable outcomes for all students. We must change policies and invest in innovation to transform our education systems. Student-centered policies are needed for true systems change and innovations for equity. We must challenge frames and investments that perpetuate tinkering with the existing system, rather than reimagining it. The time is ripe to redesign education to align with future needs and purposes to achieve human flourishing.

To ensure all learners are prepared for life’s uncertainties, as well as a more knowledge-driven workforce and economy, we must restructure the education system to universally recognize anytime, anywhere learning. Many states and districts have taken steps to move in new and improved directions, but more work must be done to meet students where they are and accelerate them to successful futures and prosperity. We must question the fundamental purposes of our education system, align our goals to that purpose, and expand learning to anytime and anyplace, with greater opportunities for next generation learning.

Aurora Institute’s latest Federal Policy Priorities represent an equity-oriented and future-focused set of recommendations designed to ensure that the nation’s education system moves from its current state to a system capable of preparing all learners with the knowledge and skills necessary to achieve lifelong success.

From DSC:
I post this because I like the design thinking exhibited herein. I love the idea of greater collaboration between K-12, higher education, vocational training, and the workforce/workplace. We should consider eliminating — or at least building much better bridges between the — existing silos. These silos seem to be easier to put up than they are to take down.

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

On 07/18/2022, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, content development, aggregation, repositories, Design Thinking, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, future, future of higher education, game-changing environment, global / globalization, health, higher education, Holographic comms, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, interaction design, interactivity, learning, learning agents, learning ecosystem, Learning Experience Design, learning hubs & pods & microschooling, learning spaces, Mixed Reality (MR), UK, universities, usability, user experience (UX), using teams, vendors, XR - extended reality, by Daniel Christian

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first — from uk.news.yahoo.com

Excerpts:

Medical students in Cambridge, England are experiencing a new way of “hands-on learning” – featuring the use of holographic patients.

Through a mixed reality training system called HoloScenarios, students at Addenbrooke’s Hospital, part of the Cambridge University Hospitals NHS Foundation Trust, are now being trained via immersive holographic patient scenarios in a world first.
…
The new technology is aimed at providing a more affordable alternative to traditional immersive medical simulation training involving patient actors, which can demand a lot of resources.

Developers also hope the technology will help improve access to medical training worldwide.

Dead Malls and Future Campuses — from insidehighered.com by Joshua Kim
Thoughts on Meet Me by the Fountain: An Inside History of the Mall.

Excerpt:

Can we learn anything about the future of the university from the history of the shopping mall?

If any lessons connecting malls to colleges are to be found, the starting place is Meet Me by the Fountain. It is hard to imagine a more complete social, architectural, cultural, economic or cross-national comparison of shopping malls than this book provides.

For some, all the detail, theorizing and analysis of the mall’s history, relevancy and meaning might be a bit too much. For those looking for clues about how the university might evolve post-pandemic, the deep dive into malls that Meet Me by the Fountain provides is helpful.

Teaching Financial Literacy — from techlearning.com by Erik Ofgang
More states are adopting financial literacy requirements for students. Here are tips for teaching the topic.

Excerpt:

Teaching students about this financial misinformation is vital, Pelletier says. As is giving students the tools to understand cryptocurrency, NFTs, intense inflation, and student debt, along with more traditional lessons in financial literacy.

Financial Literacy: Teaching and Engagement Resources
There are free online resources with ready-to-go financial lesson plans, videos, and classroom exercises.

While not much time is spent in K-12 educating students about money, once they graduate, it will be an important topic for them. “Not a day will go by that they’re not thinking about money. How to make it, how to spend it, how to save it,” Pelletier says. “And yet it’s like the least thing you’re taught in school.”

From DSC:
I appreciated Erik’s article/topic here and I would add that I wish that we would teach high schoolers about legal-related items such as wills, trusts, power of attorney for health care and for finances, finding legal assistance, etc.

But even as I write this, I recall that my neighbor is leaving our local school district to move to another school district for her kids’ sake (her and her husband’s words, not mine). I get it. Teachers have sooooo much on their plate already. So I don’t mean to throw another item on their jammed-full job plates.

But I hope that we will look at how to redesign our lifelong learning ecosystems to make them even more relevant, helpful, practical, useful, and up-to-date/responsive. We would probably find that the youth would be more attentive if they sensed that the information they are being taught will definitely come in handy in their futures. Better yet, bring former students in via digital video to relay practical examples of things that they — or their parents, grandparents, friends, etc. — are experiencing to the current students.

Also relevant/see:

High School Students Say They Learn The Most Important Skills Outside of School — from edsurge.com by Jeffrey R. Young

Excerpt (emphasis DSC):

The trend that could have a huge impact on education, at the K-12 and college level, Evans argues. For one thing, it’s a challenge to teachers—that they should do more to tap into the intrinsic motivation of students, that students can learn so much more if they’re excited about what they’re doing.

From DSC:
This item from EdSurge mentioned “free agent learning” — so I put a Google Alert out there for this phrase this morning, as I want to learn more about that topic/item.

The Future of Education | By Futurist Gerd Leonhard | A Video for EduCanada

On 06/23/2022, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business, Canada, career development, change, corporate / business world, corporate universities / corporate training, creativity, credentialing, dangers of the status quo, Design Thinking, economics, education, education reform, education technology, emerging technologies, ethics, Europe, future, future of higher education, game-changing environment, generational differences, global / globalization, health, higher education, K-12 related, learning ecosystem, Learning Experience Design, legislatures / government / legal, lifelong learning, morals/values, Natural Language Processing (NLP), pace of change, reinvent, skills, society, sociology, staying relevant, surviving, technology (general), training / L&D, trends, universities, vision/possibilities, voice recognition / voice enabled interfaces, workplace, by Daniel Christian

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:

Design Thinking: Understanding the Process — from linkedin.com by Chris Nodder

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:

Design Thinking approach is not linear – it’s flexible and fluid, looping back and around and in on itself#DesignThinking #loop #empathy #innovation pic.twitter.com/HYB0TbkSqj

— Denis Vukosav (@DenisVukosav) May 26, 2022

How to integrate storytelling as design thinking in your classroom [Hernandez]

On 05/19/2022, in art, creativity, Design Thinking, digital storytelling, education technology, learning, Learning Experience Design, liberal arts, pedagogy, story, storytelling, student-related, teachers, teaching & learning, tools, vision/possibilities, youth, by Daniel Christian

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 [Wagner & Favretti]

On 12/13/2021, in change, curriculum, design, Design Thinking, education, education reform, ideas, innovation, instructional design, K-12 related, learning, learning ecosystem, Learning Experience Design, learning preferences, society, sociology, by Daniel Christian

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 [Licht]

On 11/12/2019, in design, Design Thinking, experimentation, ideas, innovation, law schools, legislatures / government / legal, by Daniel Christian

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.

Learning Ecosystems

What would it take for higher education to develop/offer such “capability academies?” [Christian]

‘Hologram patients’ and mixed reality headsets help train UK medical students in world first

Dead Malls and Future Campuses [Kim]

Design thinking for lawyers [Licht]

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