Future of Learning Top Reads for week of Sept 14 2020
“Not Taking Bad Advice: a Pedagogical Model,” by Jesse Stommel, on jessestommel.com
“None of this is to say Bloom’s taxonomy or the Quality Matters rubric have never ever been used to support good pedagogy. My point is that these are not the first places we should be turning as we begin to imagine what online and hybrid learning could be, especially in a moment like this one. The staff of Teaching Tolerance created a set of guidelines I find much more useful right now: ‘A Trauma-informed Approach to Teaching Through the coronavirus.’ They emphasize the need for ‘clear’ communication and routines, as opposed to clear requirements or policies. They talk at length about helping students ‘maintain a sense of psychological safety.’ The word ‘hope’ appears 11 times in their guidance.”
Why does this matter to the future of learning?
As British statistician George Box said, “All models are wrong, but some are useful.”
All rubrics are wrong, but some are useful.
What “useful” criteria are you prioritizing in your rubric for great online learning experiences? (Do you have a rubric for great online learning?)
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“Reinventing Organizational Learning — Towards Transformative Learning,” by Sahana Chattopadhyay on Medium
“Intended Learning […] is based on information, knowledge (from the past), skills and competencies needed for the present, and learning programs designed to tackle the rise of new technology in the future. This happens through specific Training and different modes of Ongoing Learning supported by the organization and also driven by the learners themselves. This learning is crucial in maintaining business-as-usual, gives the organizations its competitive edge, helps to build new skills, and give rise to innovation. This kind of learning is perfect during conditions of stability and gradual change.
“But not when change is exponential, continuous, and ambiguous. When there are complete paradigm shifts and the world has to be re-envisioned. When the way we see ourselves and our relationship with the world around us need to be re-imagined.
“To deal with these shifts, we need to move from intended learning to emergent learning. Intended learning happens from a place of knowing and against a set of specific goals. Emergent Learning happens from a place of reflection and sensemaking.”
Why does this matter to the future of learning?
I’ve been speaking a lot with the leader of an organization that wants to 10x its growth and impact.
I keep telling him, “What got you here won’t get you there.”
In order to “get there,” every leader needs to:
Think across different timelines.
Near term: How do we continue to succeed at what got us here?
Mid term: How do we begin to grow into new ways of succeeding?
Long term: How do we thrive in our Next Normal?
Think across different domains of learning.
Near term: What types of “Intended Learning” will sustain us?
Mid term and Long term: What approaches to “Emergent Learning” do we need to practice?
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Do you know a high school student, gap year student, or first year college student who might want to earn college credit for learning to design solutions to the world’s most urgent and important social problems?
They can apply for a spot in the October Expedition.
School leaders can also apply to send a team of students by contacting us directly.
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