Day 2 Session
Joanne A. Alada
The morning session began with a recap of the events of Day 1 given by Dr. Genevieve B. Garrido. Ms. Di Vincenzo discussed the first topic - Design Thinking in Higher Education.
Ms. Di Vincenzo opened the discussion of the topic by reminding the educators to consider the environment in disrupting something. Educators must be sensitive of the environment they are disrupting. Disruptors should acknowledge prior experiences that failed but must learn what was good from those experiences. She reiterated that Design Thinking is not starting all over again. It is acknowledging what is worth acknowledging.
The phases of Design Thinking Process were reviewed to determine how educators identify problems relative to educational system and eventually come up with solutions to address the problems. They were asked to share how they test their solution.
It is a challenge on how might educators connect the learners more deeply to their learning experiences or become part of the assessment. Educators know the global outcomes and the skills students need including the programs and learning outcomes. Being responsive to these needs and learning outcomes will help students achieve their goals in their workplace and in the community. SUCs can do their part in achieving the SGDs. According to Ms. Di Vincenzo, the end goal of all higher institutions is about improving and increasing learners’ experiences.
For the follow-up activity, the educators were instructed to recheck their Empathize Chart in the categories working, not working, pain and gain to determine themes they noticed as a result of their thinking from what they observed in the students. From empathize, educators will frame a problem/challenge (define) and create a point of view using a POV statement template How might we….?
The educators shared their POVs:
- learners need to experience a relevant atmosphere from creative resourceful teachers/ learners need a more responsive, flexible, learner-centered curriculum
- how to use experiential learning to capacitate students to be competent and confident
- unmeet expected learning outcomes/how might we design relevant curriculum and learning experiences to meet the expected learning outcomes of the students
- overload subjects of graduating students
- lack of social support system
Dr. Sharon X. Li discussed the second topic of the morning session.
Topic: Quality and Governance: How to Maintain Quality and Reform in Continuing Education
The topic started with an activity requiring the educators to find a partner and create his/her portrait by drawing. Various reactions were sought from the educators as to how they felt when asked to draw their partners. Most felt anxious, awkward or in doubt as to how they might be able to draw the portraits in detail. The preliminary activity was an insight to determine the educators’ metaphor of governance.
According to Dr. Li, the INNER CRITIC frightens us and suppresses the creative mind. This explained the anxiousness and awkwardness felt by the educators during the preliminary activity. The inner critic must be “kicked-out” of the mind so as not to hinder the critical and creative thinking abilities.
The terms quality and governance were defined and the discussion led to an activity with educators defining the term governance relative to the educational system through a metaphor by drawing.
Educators’ metaphor of governance:
- two hands - governance
symbol of plant – environment
- three circles – quality education; SGDs 17; industry, academe and government
Leadership and guidance
- ship - clear governance
building – strong foundation
Accountability/The holistic view of school institutions
- seesaw – balance in terms of policy for the academe, stakeholders, in terms of curriculum offerings
Incorporating different perspectives to solve problems
- arrow which means direction – governance is direction; organized/ systematic governance by incorporating different linkages
- Reform of quality governance and lifelong learning and linking the parameters of design thinking
- governance (process/foundation) quality (education/motivate) lifelong learning (means/build) person (end)
- parameters of governance, qualities of learners, lifelong learning, connected to the change of mindset
- constraints (being creative in the face of problems/open minded), ambiguity (best strategies = the emotional, the familiar, increase the paradoxical), fear (be focused/start to ask questions)