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everything has beauty

 

Learn how to see

 

I was reading an article suggesting that in the future, 47% of today’s jobs will be automated. The robots are coming?

Increasingly, adaptive systems, pervasive computing and big data are supplanting many services or functions currently delivered by actual humans. In this reality, education shifts from knowledge transfer to… incubating creativity, fostering entrepreneurship and enabling critical reflection, judgement and decision-making.

“In a roboticized economy, colleges will have to pivot to building students’ capacity for coming up with original ideas”

This isn’t new. Transformative learning experiences have always meant seeing the world in new ways. Time spent in the “classroom” (wherever or whatever that looks like) is so precious and limited. I want to create learning spaces that illuminate possibilities and unleash students’ potential.

Learning to see beauty means creating it. Creating the possible is beautiful.

 

 

Happy Assorted Biscuits

 

 

 

 

 

 

 

 

How well do we integrate all three in our teaching/learning environments?

 

 

On a Porter Airlines flight the other day I read an interview with branding guru Ron Tite in the in-flight magazine, re:porter. In the article, Tite notes that you can add value to consumer and corporate brands in three ways: via education, inspiration or entertainment (ideally combining all three).

 

This got me thinking about teaching and learning tools, and the extent to which we educators successfully integrate each of the elements (education, inspiration, fun) into our classroom delivery and student engagement strategies.

 

The education part implies some form of didactic instruction. Easy enough. Inspiration is harder, and often arises from hands-on practice – whether through student interactions, simulation, critical analysis or collaborative learning. What about fun? How do we build in play, humour, joy, excitement, passion? Attending to the meta-learning environment, fostering a sense of community, safety, risk-taking and engagement would seem to be preconditions for having fun in the classroom. As does the extent to which I’m enjoying myself too. It seems to me that a combination of all of these elements is integral to transformative learning.

 

We talk about scaffolding learning to help engineer success experiences for students. Let’s also consider how to scaffold learning to engineer fun experiences!

 

 

 

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