Experimental Trajectories for @Stanford


As part of the @Stanford project, run out of the Hasso Plattner Institute of Design at Stanford (the dschool), we are looking at what Stanford and education in general might look like in the future. To that end, this quarter we get to experiment and explore in all possible directions.

After a few weeks of calibrating my interests within the experimental space, I have come up with a live presentation in multiple segments, the result of which you can see below:


These insights are based on some of my previous posts, especially my exploration of multi-dimensional learning.

 

So what might Stanford look like if this framework comes into effect? There are two extremely intriguing possibilities here. First, Stanford can become a (lifelong) time, (lifewide) place, and (lifedeep) opportunity for learning. This means that no matter what the student wants to try, the student can find it here; Stanford can enfold within it learning along all three axes. Second, Stanford can become the origin. Stanford can be a home or haven that people can return to before venturing back out into a potentially different kind of learning. Either of these requires a very different kind of support in terms of infrastructure, investment, and information. I call this adventure capital because it combines the funding and mentoring infrastructure, venture capital investing, and entrepreneurial/venture information with the feeling of adrenaline and adventure. The purpose is to have our educational institutions prepare and support us in this adventure with all of the grit and play and risks and joys.

 

Bringing the framework into concrete next steps, here are the experimental trajectories I wish to pursue:

  • Co-Curation/Co-Creation/Co-Consumption Cycle
    • What happens when students see the ‘back end of education’? Does it build greater empathy for teachers and the act of teaching? Does it lessen resistance to and even enhance learning?
    • What does co-curation entail? How do we properly capture the co-curation?
    • What does co-creation feel like? What does effective co-creation look like?
    • What partnerships are necessary for co-consumption? What kind of trust does that co-consumption require?
  • Lifelong/Lifewide/Lifedeep Learning
    • What happens if we track our learning for a day/week/month along these dimensions?
    • How does the shift into a multi-dimensional learning perspective change how we learn?
  • (Ad)venture Capital
    • What kinds of resources and support and infrastructure do these new perspectives/activities require?
    • What do multi-dimensional learners who are creatively confident with their self-stories look for in terms of support? What does the role of the university become?

Some of these trajectories are extremely specific and others are very high-level. I am passionate about moving forward and really curious about what insights each experiment will yield!

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