“How can I integrate a resilient approach to teaching in these times?

A surprising answer was provided by StudioBlended. Tikvah coached me in making my educational approach and impact last longer.

I realized that acquiring knowledge is a process that obeys the rules of resilience very strongly.”

Dr. Alexander Jachnow, Urban Researcher and Strategist
Institute for Housing and Urban Development Studies (IHS), Erasmus University, Rotterdam

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.

Allow us to partner with you, to advise or train you on how to design a framework for the content of your course/training/degree, that lasts up to a decade. 

Technical perfection: the pencil (Philippe D'Averio). Analogy explanation by an Italian technical architect (AM)- read on to find it. Photo Breimer, for Instagram/StudioBlended

Does it make sense?
Did you ever wonder, whether your curriculum design also makes sense, when seen from your so-called golden triangle: your quality, time and cost investment? Because we do, all the time.

A fundamental understanding we bring forward, is that curriculum design can actually be much more time-resilient than you think. 

Are you aware that:
- You can benefit from a mature course, if you design with a time-horizon in mind, of a decade.

- You can improve educational results and even accreditations, by ensuring to be crystal clear about what students need to learn in your curriculum and avoiding an information overload in their brains. 

- You can truly enjoy delivering a course or training, by allowing a course to not only lean on your vision, your expertise, your presence, your health but by being able to carry a curriculum delivery on multiple shoulders, and avoid the notorious ‘rollercoaster’ sensation of delivery for weeks in a row.

Our advice and partnering with you: the transformation you undergo
What you need is a framework for your content that, once piloted and consolidated, gives you a mature course for at least a decade. It’s easy to rejuvenate the content, whilst the framework stands.

We call this strategic, sustainable, fresh and innovative quality of curriculum design, ‘technical resilience’ and it is the fundament for all our other curriculum (re) design work.

A calm, stable, essential framework for a course, allows for the attention to design layers of educational techniques, for instance to lead to more effective teaching in particular modules. A framework you can build on, expand, incrementally, to become ever more solid and with that, one that will optimise student performance.

Teaching effectiveness, and teachers’ resilience - their health, their enjoyment - soar with the simplicity a well-crafted content framework brings. 

Paradigm shift analysis - a time-horizon of a decade
To understand how to best strategise the content of your course, training or degree, in terms of it’s time-horizon, we use deep paradigm analysis. Our independent senior adivor is deeply experienced in this analysis, and will aim to bring to the surface, what the essential big ideas of your curriculum are. Those that last at least a decade ahead. This unique analysis is the reason why we only work in specific technical fields - and not just everything. To ask really good questions, is the hard part.

Image: a co-lab between Tikvah Breimer and Lucas Rampazzo to visualize and transform our understanding of a paradigm shift.
Use of original hype cycle and X-curve with permission by authors, Davidson and Drift, Rotterdam (NL), respectively. Find their reference at the bottom of this page.

See the presentation Tikvah Breimer, independent senior advisor, gave at the Joint Research Centre (JRC) of the European Commission in Ispra, Italy, in 2015, on the hype cycle of concepts and a paradigm shift [slide 7-11].

Our fit for purpose, open building framework for curriculum design
Our technical approach to curriculum design is fundamentally based on ‘constructive alignment’. This has throughout the past decades proved to be indeed the single most time-resilient technique for design.

Source: Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead, UK: Open University Press.

As such, our approach to curriculum design stands out, for being grounded in a ‘fit for purpose’ approach.

A ‘fit for purpose’ approach is both strategic, anticipating and resilient over time:

You can already begin working out the framework regardless of the overall context, and our open building framework offers you a resilient technical structure.

By now the open building framework is simple, and technically perfect - like a pencil. What is technical perfection? It means that it keeps its qualities in whatever context. If you throw it in water, and allow it to dry it can still write. Should you keep it for a decade, and then try it again: it writes. It is perfect. Which is why it is not further developed, you just see variations of pencils, no difference in the original design. It is already technically perfect.
Likewise, our open-building framework for curriculum design is technically perfect.

are the one to find the optimum way to continue to work with the framework, consolidate it, in your unique context over time. Even if unexpected crises arise in the world, you are adaptable.

It is open enough to incorporate whatever new innovative direction you choose in your pedagogy or teaching style over time. And it is robust enough, to give you the essential minimal fundamentals, for any design of a module to be resilient and a good investment in your golden triangle of quality, cost and time.

Find an illustration of the advisory work of our independent senior advisor on the open-building framework for a specific technical field (land markets/policy), here.

Click to expand, or see next page, and get a full illustration of the re-design/re-structuring of a decade strong technical/interdisciplinary course (4 weeks) into a fit for purpose open building, ready for the next decade. You first see the open-building framework (golden) for the post-graduates, and then the undergraduate trajectory that fits into it, in a modular way (green). Curious?

Our design studio
Technical resilience is part of our design studio with clients and has a teacher trainer component to it.

The output is a crafted framework of about 2-5 pages only. For a degree, multiple courses can be combined. It is a very versatile and powerful document.

If a team of experts is involved, we can facilitate a productive crafting on the output together, in person and/or remotely.

Steps to be taken for a technically resilient framework:
1. Strategise the scope of your content (paradigm shift and hype cycle analysis)
2. Phrase guiding questions for your course, to set direction and raise curiosity
3. Set learning objectives / outcomes
4. Establish the big ideas of your course, put as statements.
5. Balance the body of knowledge (knowledge and understanding), with skills and human capabilities (future of work)
6. Ensure constructive alignment
7. Craft the fit for purpose framework into ‘simplicity’. Make the hard choices, dosage, both for pedagogical reasons, and to do justice to your expertise.

Curios? Feel free to contact our independent senior advisor directly:

Photo: Brazilian Brutalism at FAU USP, a University Faculty that defined its own Architectural Style. Flickr user Fernando Stankuns.

“I received alongside advise on my course design by Tikvah Breimer, and now deliver the actual course (summer in Europe, 2021).
I feel secure the material is solid and lasting, so I can build on it, incrementally.

I dare to learn by doing, everything you (Tikvah) said is true – I’m calmer, more self-confident, and daring to experiment more. The structured approach the course brought, now brings me deep excitement to keep growing and learning myself too, not just students. It’s so rewarding.

You are so right we don’t need more heavy and extensive technology for excellent higher education,

we need excellent technique and pedagogy, resilience.

The advisory and training was a gift from heaven. I want you to train our entire team of professors!”

prof. dr. Patricia Samora
Senior lecturer and researcher
Pontificia Universidade Catholica de Campinas
Faculty of Architecture and Urbanism
Greater Sao Paulo Metropolitan Area

References infographic at the top Davidson, Forbes
1999/03/11 Conceptual Cycles in Urban Development Management Are we getting better and better -or just going round in circles? Implications for Capacity Building and Research.

Drift for transition, The DRIFT X-Curve.

Hebinck, A., Diercks, G., von Wirth, T. et al. An actionable understanding of societal transitions: the X-curve framework. Sustain Sci 17, 1009–1021 (2022).

We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (climate / urban / architecture) curriculum, so that you can offer effective and resilient education in all simplicity.
StudioBlended Foundation 2023

Curious, and would you like to know more?
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