scrapping the syllabus - .global · scrappingthe syllabus: timeline feb. 20 (t-64) fuqua decision...
TRANSCRIPT
Scrapping the Syllabus
Dr. Tony O’DriscollFuqua School of Business
Duke University
How to Lead the Shift to Online Classrooms Fast!
A FOUR PART NARRATIVE
Overcoming LearningORTHODOXIES
The COVID-19PIVOT
New DesignRULES
Learning to CHANGE
Overcoming Learning ORTHODOXIES
A Quick Funny Story!
Aidan’s Summer Field Trip to the LOST COLONY
H
How did the people of the Lost Colony disappear
between 1585 and 1587?
1585
Slide 28
First Stop, the BLACKSMITH Shop….
Slide 28
…Next Stop, the CLOTHIER….
Slide 28
….and FINALLY….the BAKERY!
Aidan’s AHA Moment!
H
They must have all starved to death…
How could anyone live without sliced bread?
Slide 28
One LAST Stop!
H
Can we go in here Dad…Just one more stop….
Pleeeeeeaaaaassssseeee!
Slide 28
Aidan’s BFO
H
OK Dad, lets go…I know what this is…
It’s a CLASSROOM!
An INCONVENIENT truth…
Why is this story Humorous? What is the Wisdom
in the Humor?
The classroom ORTHODOXY
Why is this story Humorous? What is the Wisdom
in the Humor?
Move over Dude, I GOT this!
Plato350 BC
Our LIMITING Orthodoxies: TEACHING = LEARNING?
Course
Curriculum
Teacher
Student
Program
Topic
Test
Words of Widsom from Peter Senge….
H
In organization learning efforts the confusion between training and
learning is fatal.
Avoiding the ROUTINIZATION Trap
The routinization trap happens when organizations apply radically new
technologies to automate the past, bad assumptions and all.
Gutenberg Watt Lumiere
1450: Invented1500: German Bible1520: Literature
1785: Invented1807: Steam Boat1829: Locomotive
1895: Invented1896: Filmed Plays1903: Great Train Robbery
LEARNING ORTHODOXIES: Reflection Question
H
How might we think OUTSIDE the classroom frame to amplify and augmentGenerative NetWORKedLearning Experiences?
The COVID-19PIVOT
The Fuqua Global Executive Program at Duke University
April 24-27
SCRAPPING the SYLLABUS: Timeline
Feb. 20(T-64)
Fuqua Decision to GO AHEAD with Delhi Residency
Mar. 2(T-53)
Fuqua Decision to MOVE Residency to Durham
Mar. 12(T-43) Duke Decision to MOVE all courses Online
Mar. 12-22(T-33) Duke Decision to EXTEND Spring Break
Mar. 23(T-32) 6000 Online Courses LAUNCHED
Mar. 25(T-30)
Multiple Students CLAMOR for GMI Course PIVOT to focus on COVID-19
Mar. 27(T-28) Student Led DESIGN TEAM Formed
Mar. 27-Apr. 18 (KO Apr 4/T-6)
Apr. 24(T-0)
PRINCIPLES, Outcomes, Phases, Content, Communication, Networking & Iterations
Apr. 19-Apr. 23(T-1)
Content, GAME PLAY, Panel Curation, Design Thinking Templates & Platform
Course LAUNCH @ 2:00PM US Eastern
Student Led Team: Design PRINCIPLES
Student Led Team: GNLE PHASES
April 4-23 April 24-27 May 1- June 4
PHASE 2 DAY0: The COVID-19 BRIEFING PACKET
COVID Road Maps and Reports:• AEI (Duke’s Mark Mc Clennan)• Harvard (SAFRA/ Danielle Allan)• Rockefeller Foundation (Testing Plan)• Paul Romer (Simulating COVID-19)• Consultancy Reports (McKinsey/BCG/PWC)• Analyst Reports (Morgan Stanley/Fidelity)
Expert Perspectives:• Larry Brilliant/Seth Berkley• Bill Gates• Danielle Allen• Mark McClennan• Ray Dalio
SUBJECT Matter Network Iterative Review:• 20 In-Depth Interviews/Review Cycles
PHASE 2: Three Class Sessions Five Key QUESTIONS
PHASE 2 DAY1: The COVID-19 2OE Simulation
Our NATION needs YOU!You have been called upon by your government to represent our citizensin taking swift and urgent decisionsin response to COVID-19:• How to allocate the COVID-19 STIMULUS?
• How to TEST, TRACE, ISOLATE and TREAT?
• How to achieve PANDEMIC RESILIENCE?
• Are we prepared for the next “BIG ONE”?
Our nation’s future isin your hands.
God Speed1
PHASE 2 DAY1: The COVID-19 Simulation/2OE Map
Round 1 Round 2
Round 3
PHASE 2 DAY1: The COVID-19 2OE SIMULATION Login
PHASE 2 DAY1: The COVID-19 2OE SIMULATION Intro
PHASE 2 DAY1: The COVID-19 2OE SIMULATION Frame
PHASE 2 DAY1: The COVID-19 2OE SIMULATION R1 Setup
PHASE 2 DAY1: The COVID-19 2OE SIMULATION R1 Allocation
PHASE 2 DAY1: The COVID-19 2OE R1 DASHBOARD
PHASE 2 DAY1: The HEALTH World YOU Created
PHASE 2 DAY1: The ECONOMIC World YOU Created
PHASE 2 DAY1: The SOCIETAL World YOU Created
PHASE 2: Three Class Sessions Five Key QUESTIONS
PHASE 2 DAY 2: Shared Rapid-Fire SENSEMAKING
PHASE 2 DAY 2: Sensemaking * / ! / ? BACKCHANNEL
PHASE 2 DAY 2: Backchannel SYNTHESIS
WOH *
AHA !
HMM ?
PHASE 2: Three Class Sessions Five Key QUESTIONS
PHASE 2 DAY 3: DESIGN and ADAPT
PHASE 2 DAY 3: Design and ADAPT
PHASE 1 & 2: Feedback
How are you FEELING?Top Tail
PHASE 3: Design SPRINT PROCESS and PLATFORM
Pick your 2OE
Learning to Change
POP QUIZ: The X Factor?
Content is King but CONTEXT is the Kingdom!
The FUTURE of Learning
Learning to Change: SYNTHEIS
Institution Training“Push”
Learner Curiosity“Pull”
“Have to Go”Spoon-FED
“Want to Know”Learner-LED
User CENTERED User GENERATEDInstitution-Driven
“Prescriptive”Learner-Focused“Personalized”
Classroom/Scheduled Everywhere/On-Demand
“CONTEXT, PERFORMANCE, LEARNING, LEARNER”
CONTEXT Centered “From-To’s”
...to TASK
From topic...
...to SITUATIONAL CONTEXT
From course content...
...to DOING THEN LEARNING
From learning then doing
PERFORMANCE Centered “From-To’s”
...to LEARNING CHALLENGE
From lesson plan...
...to DO IT TOGETHER
From do it yourself...
...to REAL-TIME
From classroom time...
...to PROBLEM SOLVING NETWORKS
From subject matter experts...
LEARNING centered From-To’s
...to LEARNING PULL
From teaching push...
...to VIRTUAL EXPERIENCE
From physical classroom...
...to LEARNER AUTONOMY
From Teacher Authority…
...to CONTEXT CURATION
From Content Creation…
LEARNER Centered From-Tos’
From One Size Fits All…
…to One Size Fits ONE
..to LEARNER centered
From teacher centered...
…to Each at his/her OWN Path
From All Move Together...
LEARNING TO CHANGE: Reflection Question
H
How might we avoid the Routinization Trap by leveraging
new technologies to create Generative netWORKed Learning
Experiences?
New Design Rules
The X Factor: ConteXt Driven SENSEMAKING
“Find-It-Out” “Figure-It-Out”
PRODUCTIVE learning focused on driving INDIVIDUAL human
CONFORMITY around BEST PRACTICE for KNOWN and PREDICTABLE situations
GENERATIVE learning focused on driving COLLECTIVE human
CREATIVITY around NEXT PRACTICE for UNKNOWN and UNPREDICTABLE situations
The Learning Context: From Program to EXPERIENCE
Programs ofStudy
Curated Experiences
Faculty asTeacher
Faculty asCollaborator
ControllingWhat is Learned
Designing thePlaying Field
The Learning Focus: From “Find-it-Out” to “FIGURE-IT-OUT”
Role BasedCohorts
Collectivesof Individuals
TransferringKnowledge
CollectiveSensemaking
The Learning Approach: From Answers to QUESTIONS
SkillForward
PerformanceBack
Start withthe Answer
Start withthe Question
ProductiveLearning
GenerativeLearning
NEW RULES for LEARNING: Think DIFFERENT
SCRAPPING the SYLLABUS: New RULES
THINK PROBLEM/NEED over LEARNING/OBJECTIVE
THINK GENERATIVE COLLABORATION over PRODUCITIVE COERCION
THINK LEARNING WHILE DOING over LEARNING BEFORE DOING
THINK PROBLEM SOLVING NETWORKS over SUBJECT MATTER EXPERTS
THINK INFORMAL LEARNING over FORMAL TRAINING
THINK LEARNING to INNOVATE over TRAINING to IMITATE
THINK LEARNING VALUE over TRAINING VOLUME
THINK TECHNOLOGICAL AFFORDANCE over TECHNICAL AUTOMATION
THINK FIGURE-it-OUT over FIND-it-OUT
THINK CONTEXT/CURATION over CONTENT/CREATION
An insight from Jay Cross…
H
Getting things done requires good connections of the human and internet kind.
Schooling has confused us into thinking that learning is equivalent to pouring knowledge
into people’s heads.
It’s more practical to think of learning as optimizing our networks.
Design Rules: Reflection Questions
H
How might we leverage new rules to design Generative
netwORKed Learning Experiences for students?
COMING FULL CIRCLE: Reflection Questions
By overcomingage-old Learning
orthodoxies…
…we can change how People Make Sense of Things…
…and collaborating with Student
Design Teams…
…by co–creatingGenerative netWORKedLearning Experiences!
Additional RESOURCES
https://trainingmag.com/content
Thanks!
Go Raibh Mile Maith Agat!