DESIGN CHALLENGES —
YOU MAY FACE
Find here some more in-depth insights about our unique and systemic / strategic approach to resilient curriculum design.
0) FINANCIALLY HEALTHY
1) TECHNICAL RESILIENCE
2) HUMAN RESILIENCE
3) FIT FOR PURPOSE
5) FACE TO FACE
6) UNSTRUCTURED TIME
Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. firstname.lastname@example.org
We work with our unique ‘resilience scan and strategic implementation plan for the coming decade’, which has as outcomes invaluable bespoke dialogues, and as an output a 20-pager visual report.
Read more soon here, with specific clientwork in the golden triangle of quality, time and cost investment.
Read more about our take on technical resilience here.
We see technical and human resilience as two sides of the same coin. One cannot do without the other. Technique is key to effective teaching. And, you can actually use technique to design a curriculum that is suitable for the human pace, in step with yourself and others. You can design for true enjoyment of your own teaching.
Read more about human resilience by design, here.
You can already begin regardless of the overall context, and our open building framework offers you a resilient technical structure.
You are the one to find the optimum way to continue to work with it, consolidate it, in your unique context over time.
Read more about our fit for purpose quality for curriculum design here.
A modular lens, even allows you to play.
Read more about our modular approach here.
the new value and meaning of ‘face to face’ time in teaching.
In fact, in curriculum design with clients, we actually start with the ‘face to face’ experience, and advise how to design a learning journey from there.
Rather than a dichotomy – either face to face OR remote education, the two become intertwined in a meaningful way when we look at how tooptimize ‘face to face’ time with participants in your training/teaching.
Read more about ‘face to face’ and the new value and meaning thereof, here.
What are key understandings, revelations, inspirations, challenges, questions - that learners can only truly comprehend, through face to face dialogue, deep listening, and being present with all their senses and awareness in the same physical space with you as a teacher and peers? And how can we prepare the ground for it online, and capitalize on it after – also online?
Asynchronous unstructured time refers to time away from the screen and communication altogether (unstructured time as opposed to structured learning, offline, informal learning such as used in learning ecologies). Face to face time is not ‘traditional’ time, for which we must simply apply ‘flipping the classroom’ – we must reenvision it and innovate with it, such as the way our senses respond (aliveness, physical space).
Read all about our take on ‘asynchronous unstructured time’ here.
blended’. Even if you are reluctant and would prefer to go back to how things were before: you cannot deny that the impact of lockdowns affects all our education in lasting ways.
Read all about our take on ‘blended’ here.
the new value and meaning of ‘face to face’ time in teaching - and if it cannot be ‘face to face’, then let it be sychronous (real-time).
Our approach to remote teaching and learning therefore always includes synchronous teaching; we consciously do not specialise in fully self-paced remote courses.
Read all about our take on ‘bichronous’ teaching/training here
We are here especially for you as unique educational professional, to come alongside you as you work on the curriculum design of your module, course, training or degree, so that you can offer good and resilient education in the long run.