Future of learning (is design): Empathy mapping to target engagement

Learning design is a process of rethinking the experience of school that supports a zero-based strategy, rather than tinkering with the edges of the status quo. It is a shift from teacher-directed ‘delivery’ of curriculum, to learner-centred approaches. If we are genuinely seeking to engage the disengaged, then we need to focus in empathy – [...]

Future of Learning (is design): Let’s talk about ‘the lecture’

When was the last time you, as an adult learner, placed yourself in an unfamiliar, yet necessary learning context? Learning something that made your brain hurt? I like to use the expression in my workshops ‘create the need-to-know’, asking educators about whether the content has purposeful application to a context that matters to the learner. [...]

CLD Tour 2018: Wish you were here!

CLD: Culture - Learning - Design These three words were the compass guiding this uniquely rich professional learning experience Culture: How might we challenge our own paradigm regarding the people, the content and the  context of learning? Learning: How might the experience of school be enhanced and deepened through learner-centred practices? Design: How might we [...]

The Future of Learning: Leaders with a design mindset

When we talk about the ‘Future of…’ anything it is a defiant moment because we are challenging where we are right now (and have been). People are generally comfortable with the status quo, but as leaders, we know that we can’t settle. We live in an era of disruption, which is code for 'change on [...]

The Future of Learning: Designing for differentiation not settling for standardisation

A bowling alley is characterised by a cavernous spaces made up of lane-upon-lane, with weighty balls hurtling down each one. As a ball is bowled, it's heading toward the pins which are standing at attention, awaiting the impact at the other end. Is your school like a bowling alley? The pins, like students, are passive [...]

The Future of Learning: Teachers as perpetual learners

The Future of Learning depends on teachers who are passionate about learners and skilled at their craft, who also see themselves as learners. Where learning is more about change than knowledge acquisition. When I speak or facilitate workshops about the future of learning and the disruptions we are facing today, I often sense angst in [...]

Learning Design: Creating the ‘need to know’

Over the last few months  I have appreciated working with future-focused educators and school designers in Australia and Asia exploring ideas around designing learning and learning environments that support engagement. The essence of the keynotes and workshops I have presented is the future of learning, I see this as the pointy end of human growth. [...]

Teachers as designers: Reframing problems, How Might We…?

The view of teachers is evolving from technicians who implement the educational ideas and procedures of curriculum to teachers as designers of learning environments and as experts in the art and science of teaching. (OECD p.21). As designers of learning and learning environments, design thinking is a necessary skill for educators to learn and apply. However, professionals [...]

Default-thinking the enemy of design-mindset: 10 Steps to scaffold change.

Default-thinking is a significant problem in making changes to support future-oriented learning. Because school has been around for some time strong mental models dictate thinking and practice. Without the provision of time, support and encouragement to break-out of default thinking it will continue to prevail. I read a tweet from Australian teacher rock-star Eddie Woo [...]

Teachers as designers of learning: Step 1 Empathy

How might we support the individual student growth and achievement so that learning is personal and differentiated? Design thinking, a collaborative and participatory process, is useful in finding unique and creative solutions to complex problems. It provides a way for non-designers to co-design or co-create their way through a problem, shifting between convergent and divergent [...]