Welcome to LDT Foundations 2022!
https://www.flickr.com/photos/malinab/8651891301/
MONDAY, August 15
2:00 - 2:20 pm Welcome and Introductions
2:20 - 2:35 pm Why LDT? The Core, Studio, Learning Design & the future of learning
2:35 pm-3:15 pm Goals for the course
3:15 pm-3:35 pm Program Administration
3:35 pm-3:55pm Things to Consider with Graduate Studies
3:55 pm-4:10 pm -break-
4:10 pm-4:50 pm Introduction to United States Higher Education
4:50 pm-4:55 pm About the Design Challenge Foundations Scenario & Project
4:55 pm-5:00 pm Lingering Questions and Closing
TUESDAY, August 16
9:00 am - 9:20 am Overview of and Questions for the day;
9:20 am - 10:30 am Scavenger Game
10:30 am - 11:00 am Intro to Studio and Mapping; Design Challenge: start Group project planning
11:00 am -12:00 pm Design Challenge:Small group work
12:00 pm - 1:00 pm Provided lunch
1:00 pm - 2:00 pm ePortfolio: Telling a Story
2:00 pm - 2:55 pm Core Course session: Technology & Innovation
2:55 pm - 3:00 pm -break-
3:00 pm - 3:55 pm Discussion with the author David Staley
3:55 pm - 4:00 pm Lingering Questions and Closing
WEDNESDAY, August 17
9:00 am - 9:30 am Overview of and Questions for the day
9:30 am - 10:00 am Problem Space Mapping
10:00 am - 11:40 am Analytics as Storytelling
11:40 am - 11:50 am Learning Analytics Learning Network
11:50 am - 12:45 pm Provided lunch
12:45 pm - 1:15 pm Recap of Higher Education’s Big Rethink Randy
1:15 pm - 2:55 pm Problem Mapping Working Session Small group work (Breakout session)
2:55 pm - 3:55 pm Core Course session: Methods
3:55 pm - 4:00 pm Lingering Questions and Closing
THURSDAY, August 18
9:00 am - 9:30 am Overview and Questions of the Day
9:30am - 10:00am On Prototyping
10:00am - 10:30am Prototyping Exercise
10:30 am - 10:40 am -break-
10:40 am-12:00 pm Prototyping Working Session
12:00 pm-1:00 pm Lunch on Your Own
1:00 pm - 3:00 pm Prototyping Working Session
3:00 pm - 3:45 pm Group Presentations on Prototypes (10 mins each)
3:45 pm - 4:00 pm Debrief and Close
4:30 pm-6:30 pm Reception with current students (Car Barn 3rd floor patio)
TECHNOLOGIES AND MODALITIES
https://georgetown.instructure.com/courses/155041
https://miro.com/app/board/uXjVOjTBQHs=/
THE PROGRAM
GRADUATE STUDIES
AMERICAN HIGHER EDUCATION
Program Administration
Curriculum At A Glance
LDES 500: Integrated Introduction to the Field
(2 credits)
LDES 501: Methods of Learning and Design (3 credits)
LDES 502: Technology and Innovation by Design (3 credits)
LDES 503: University as a Design Problem (3 credits)
LDES 504: Learning Analytics (3 credits)
LDES 912: Design Studio I
(2 credits)
LDES 913: Design Studio II
(2 credits)
LDES 914: Design Studio III
(2 credits)
LDES 920: Portfolio Writing & Design Studio (2 credits)
LDES 921: Portfolio Writing & Design Studio (2 credits)
LDES 702: Studies in Educational Technology
(3 credits)
LDES 703: Studies in Higher Education (3 credits)
LDES 709: Creativity and Design (3 credits)
LDES 711: Gaming, Design, and Education (3 credits)
LDES 713: Critical Speculative Design for Anti-Racism in Higher Ed (3 credits)
CORE
14 credits /
5 courses
DESIGN STUDIO
6 credits /
3 courses
ELECTIVES
10 credits / (typically) 4 courses)
Year 1
Year 2
Fall
Spring
LDES 500 (2 credits)
LDES 501 (3 credits)
LDES 502 (3 credits)
Design Studio (2 credits)
Credit total: 10 credits
LDES 503 (3 credits)
LDES 504 (3 credits)
Elective (3 credits)
Credit total: 9 credits
Elective (3 credits)
Elective (3 credits)
Elective (1 credit)
Design Studio (2 credits)
Credit total: 9 credits
Design Studio (2 credits)
Credit total: 2 credits
Program Considerations
Graduate Studies
What excites you most about starting graduate school?
What concerns you most about starting graduate school?
The US Higher Education System
A “System without a plan.”
�What Universities Owe Democracy�
Four key functions of American higher education:
How did the US Higher Education System become what it is today?
The U.S. Context
“A system without a plan.”
There is a fundamental tension between social accessibility and social exclusivity.
“What allows us to accommodate both our democratic and our liberal tendencies in higher education is stratification.
We can make universities both accessible and elite by creating a pyramid of institutions in which access is inclusive at the bottom and exclusive at the top. Such a system simultaneously extends opportunity and protects privilege.”
“The Ten Generations of American Higher Education”
Roger L. Geiger
(2) STRESSORS TO EXPAND, CHANGE
(3) CORE EXPANDS SLIGHTLY, the SYSTEM EXPANDS at the BASE, the ELITE GET MORE ELITE.
50%
About half of the students in the country are in vocational, community colleges or broad access schools, which sit at the bottom, in terms of resources and advantage.
The U.S. Higher Education System
Research-intensive Universities, along with small private liberal arts colleges, sit at the top of a stratified system.
Clark Kerr’s “multiversity”
Clark Kerr’s “Multiversity” Model
1 part undergraduate College based on the British model
1 part research university based on the German model
1 part distinctively American, focused on utility to society.
Clark Kerr’s “Multiversity” Model
Clark Kerr, The Idea of the Multiversity
The University has three interlocking functions:
1 part undergraduate College based on the British model
1 part research university based on the German model
1 part distinctively American, focused on utility to society.
FORMATION
KNOWLEDGE CREATION
COMMON GOOD
The multiversity in America is perhaps best seen at work, adapting and growing, as it responded to the massive impact of federal programs beginning with World War II. A vast transformation has taken place without a revolution, for a time almost without notice being taken.
The multiversity has demonstrated how adaptive it can be to new opportunities for creativity; how responsive to money; how eagerly it can play a new and useful role; how fast it can change while pretending that nothing has happened at all; how fast it can neglect some of its ancient virtues.
Clark Kerr, 1963
Fourth Wave institutions combining scale and accessibility with world-class research enterprises
The Rise of the Mega-University
Arizona State
Western Governor’s
Southern New Hampshire
Whom does the system serve?
“The Crushing Contradictions of the American University”�Chad Wellmon (U of Virginia)
The U.S. Context
“American higher education has produced many goods. But it also launders privilege, luck of birth and circumstance, and financial and social greed into socially acceptable status under the rubric of merit. And it now exacerbates persistent and worsening financial and social inequalities.”
Enrollment down 7% since 2020.
~1.3 million students
Vast majority of the drop at the widest access institutions in the “pyramid”
Decline and Growth of students for higher education through 2029
What are the challenges?
Economic Imperatives
Moral Imperatives
Reputation
Mission
Strategy
Quality
US Higher Education is always operating in the space of this fundamental set of competing forces
Assuring Fidelity
Achieving Scale
Assessing Outcomes
Advancing
Equity
Scaling undergraduate research: Cal State Chico
100 students
8 Peer Mentors
Grad TA’s
How College Contributes to Workforce Success
Employer Views on What Matters Most
Employers believe the outcomes of a liberal education are important for success. ��Mindsets and personal capacities matter, too.
How much more likely are you to consider hiring a college graduate with the following experiences?
Somewhat more likely
Much more likely to consider
No more likely
Under 40
Encouraging students to engage in communities
50 & Over
53%
34%
Fostering sense of social justice
49%
31%
Emphasis on liberal arts disciplines
43%
19%
Focus on global issues
49%
24%
Amerlia Parnell, Director of Research, NASPA
https://higherlearningadvocates.org/2018/08/23/its-time-for-a-real-definition-of-student-success/
Amelia Parnell, Director of Research, NASPA
https://higherlearningadvocates.org/2018/08/23/its-time-for-a-real-definition-of-student-success/
The History of US Higher Education
has shaped the Design Constraints for the Future.
”Design is the sum of all constraints.”
The “Who”
(Who gets access to what kind of education?)
How is the history of higher education a history of stratification, advantage, access, and allocated privilege?
How do the competing aims and missions shape the institutional models that make up US higher education?
The “How”
(How does education get delivered; how do institutions work?)
How can higher education respond to the central challenges of education?
The “What”
(What are the aims of education and what gets taught?)
Foundations
Week
Challenge
Questions?
https://www.flickr.com/photos/192004829@N02/52194044673/
TUESDAY, August 16
9:00 am - 9:20 am Overview of and Questions for the day
9:20 am - 10:30 am Scavenger Game
10:30 am - 11:00 am Intro to Studio and Mapping; Design Challenge: start Group project planning
11:00 am -12:00 pm Design Challenge:Small group work
12:00 pm - 1:00 pm Provided lunch
1:00 pm - 2:00 pm ePortfolio: Telling a Story
2:00 pm - 2:55 pm Core Course session: Technology & Innovation
2:55 pm - 3:00 pm -break-
3:00 pm - 3:55 pm Discussion with the author David Staley
3:55 pm - 4:00 pm Lingering Questions and Closing
https://www.craiyon.com/
BELONGING
Teams!
Join your team (Find members with same color candy)
Come up with your team name!
Choose your roles
🧭 Navigator - Get your team to the next spot using Goose Chase, Google Maps, whatever you find easiest (and fastest)
📸 Influencer - Take a photo or video of your team at each site completing the design challenge, and upload to the Goose Chase Feed
🗒️ Notetaker - Come prepared with a pen, paper, something to write on. You will be taking notes during the design challenges and for bringing back your artifacts to share with the class
📣 Contributor - During the design challenges, the contributor will make sure every person has had an opportunity to and invite students who haven’t spoken to participate.
⏲️Time Keeper - Make sure the group is not spending too much time at one site, try to spend about 10-12 minutes on each challenge so you can hit all 4 before time is up!
OBJECTIVES:
-Get to know each other better
- Familiarize yourself with Georgetown’s campus
- Put ‘designing thinking’ into practice and think like an LDT student
Design Thinking is a type of creative problem solving that puts users at the center.
It asks the question “Who are you creating for?”
You will have 1 hour to complete as many challenges as you can. Follow a facilitator to your first location.
A special prize will be awarded for teams that finish every challenge
LDT
Studio
Juan
Felipe
Herrera
What is a studio?
(gather)
Studiomates
Practitioner
Development
Project
Exploration
Design Thinking
& Service Design
Why a
challenge?
Why systems
mapping?
Problem trying to solve
-control
-self-exploration (Bildung)
different students’ different learning stances
-cost of education
-access to education
-conduct students to jobs - improve it
-unclear purpose
-different learning curves, so improve assessment
-equip students with tools for life:
-critical thinking,empathy, problem solving
-basic legal self-defense
-improve quality of education
-develop creativity - lead different lives
Problem trying to solve
-mode of delivery varies
-government should prepare society
so: liberty of classes, no schedule example
people would go who want to learn
parents allow their kids to do whatever
individuals need strong grip on their mind
-”utility university” = job fast
-”utopia university” - pure learning
-too many problems to solve
so outsource
Problem trying to solve
improve economies
local or national benefit
improving STEM + arts
reduce poverty
Foundations
Week
Challenge
Teams!
LUNCH
ePortfolio and Storytelling
Master of Arts in Learning, Design, & Technology
Lee Skallerup Bessette
David Ebenbach
Google yourself and write a third-person “About Me” paragraph ONLY BASED ON YOUR GOOGLE SEARCH RESULTS.
Creativity
Question: How can digital identity be a creative problem?
Defining Creativity
Free-write: Why are you here? What is it about you that draws you to this program?
Reflection: How does the content of your free-write differ from what can be found out about you online via Google?
Question: How could you tell your story more accurately in your online presence?
Why Domains?
Domains as an educational technology tool
learning
design
technology
GU Domains gives us the context and environment not only to help students in the LDT create their digital identity and presence, but also to help them go deeper to understand what it means to support others as they develop their own digital fluency and experiences.
“
”
Eddie Maloney�LDT Founding Director
In Studio, the capstone is forcing students to consider identity, career and learning now and in the near future… Several students are, while choosing how to frame their learning experience and skills, grappling with the unknowability of who they will be in the future as learning design practitioners. Domains are forcing students to create in relation with the world instead of just the program.
“
”
Dawan Stanford�Design Studio Director
Domains is a Trojan Horse for thinking about Ed-Tech.
“
”
Lee Skallerup Bessette�Learning Design Specialist
Integrating Domains into the Curriculum
Intro�Course
Dedicated Domains Course
Studio�Projects
Capstone
Domains as a Learner
Emily
Domains as a Designer
Armando
Domains as a Technologist
Mark
Creativity and the ePortfolio
Exercise (step one): Use the small post-its to jot down things about you (experiences, values, questions, purposes, goals) that connect you to the focus of the LDT program
Exercise (step two): Arrange the smaller post-it notes on a larger sheet so that they tell the story of who you are (as concerns learning and design) better than Google currently does.
Exercise (step three): In an ideal world, what will you be able to add to this portfolio by the time you finish the program?
Questions?
THANK YOU!
Lee Skallerup Bessette,
ls1335@georgetown.edu
David Ebenbach
dhe8@georgetown.edu
[TECHNOLOGY SLIDES FROM BRYAN]
TECHNOLOGY
Roots
Latin technologia
Greek τεχνολογία from τέχνη.
Proto-Indo-European Teks
English technology: (OED)
a. The branch of knowledge dealing with the mechanical arts and applied sciences; the study of this.
b. The application of such knowledge for practical purposes, esp. in industry, manufacturing, etc.; the sphere of activity concerned with this; the mechanical arts and applied sciences collectively.
c. The product of such application; technological knowledge or know-how; a technological process, method, or technique. Also: machinery, equipment, etc., developed from the practical application of scientific and technical knowledge; an example of this. Also in extended use.
https://www.craiyon.com/
Phase 1:
an AI advance
Faculty members (across the disciplines) | Senior leaders |
Students (undergrad and grad) | Information professionals |
Phase 2: academic roles
Within metaverse (China firm) | Within body (Neuralink) |
Robot (Softbank, Japan) | Open source project (Mozilla) |
Media content creator (MIT) | Tutor (Microsoft) |
Phase 3: GPAI 2.0
Students:
-why come to physical campus?
-why engage w/people?
-how do you live in an AI-driven world?
Faculty
-AI as teaching assistant
-interactive recording when prof is away
-more interesting for students; easier for faculty
-use metaverse
-customize syllabus to students
Senior leadership
-gather real time information about university
-aid legal, financial decision-making
ex: create scenarios
-administrative work, from assistance on up
-customization
-media capture
-summary work
Info professionals
-AI colleagues
-might be replaced (efficiency)
-shift of human work to physical plane
-rethinking data privacy
Questions?
https://www.flickr.com/photos/nasawebbtelescope/52258939646/
WEDNESDAY
WEDNESDAY, August 17
9:00 am - 9:30 am Overview of and Questions for the day
9:30 am - 10:00 am Recap of Higher Education’s Big Rethink
10:00 am - 11:40 am Analytics as Storytelling
11:40 am - 11:50 am Learning Analytics Learning Network
11:50 am - 12:45 pm Provided lunch
12:45 pm - 1:15 pm Problem Space Mapping
1:15 pm - 2:55 pm Problem Mapping Working Session Small group work (Breakout session)
2:55 pm - 3:55 pm Core Course session: Methods
3:55 pm - 4:00 pm Lingering Questions and Closing
An experiential component of the
LDT program
intended to engage students with the most pressing big questions about the future of higher education
and to connect with Higher Education leaders and institutions.
Collaborative publication produced by LDT Students,
with faculty guidance.
Higher Education’s Big Rethink
+
University as a Design Problem (Spring 2022)
University as a Design Problem (2022)
What makes change hard?
What makes change possible?
Eight weeks of the course involved Higher Education Leaders in conversation.
2-3 student teams were responsible for preparing the questions and synthesizing the ideas.
Enrollment down 7% since 2020.
~1.3 million students
Vast majority of the drop at the widest access institutions in the “pyramid”
The “Iron Triangle”:
Quality, Access, and Costl
The Enduring ‘Big Rethink’ Questions about Higher Education
The “Who”
(Who gets access to what kind of education?)
How is the history of higher education a history of stratification, advantage, access, and allocated privilege?
How do the competing aims and missions shape the institutional models that make up higher education?
The “How”
(How does education get delivered; how do institutions work?)
How can higher education respond to the central challenges of education?
The “What”
(What are the aims of education and what gets taught?)
Core Session: Learning Analytics
Foundations 8/17/22
Dr. Shannon Mooney
Sr. Data Scientist, Coursera Inc.
Office Hours by request!!
”
“
Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs.
Society for Learning Analytics Research (SoLAR)
2011
MOVING FORWARD
5. Reporting
4. Analysis
2. Measurement
3. Collection
The Scientific Method
5. Reporting
4. Analysis
2. Measurement
3. Collection
The Scientific Method
5. Reporting
4. Analysis
2. Measurement
3. Collection
The Scientific Method
HYPOTHESIS
Data vs. Evidence
Activity
(hint: Hypotheses have something to do with the difference between data and evidence!)
data
evidence
Data vs. Evidence
Activity
https://padlet.com/sm2842/data
”
“
Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs.
Society for Learning Analytics Research (SoLAR)
2011
Interdisciplinarity of Learning Analytics
BODIES OF RESEARCH
WARRIOR WORKSHOPS
This project on “Education Benefits” evolved into an effort to help Georgetown’s Veterans Office develop programmatic capacity to design and deliver online workshops tailored to military-connected students. The workshops consist of 3 online webinars in which participants actively engage and discuss transition topics, such as education benefits, learning resources, and career development.
BERLIN WALKTHROUGH PROGRAM
This program facilitates regular check-ins with students to help guide them through their studying abroad experience. These check-ins remind students what they experienced in weeks past, and give tips about life in Berlin and living abroad. This program originated in Google Slides as a project for an LDT class and transitioned to a video game created with TyranoBuilder. Georgetown’s German Department plans to launch this program for students studying abroad in Berlin in January 2019.
WHAT IS LEARNING?
learn (v. trans/intrans): to acquire knowledge (OED)
“understanding and optimizing learning”
Evidence of Learning
SELF-AGENCY MODEL
(LEARNING ANALYTICS RESEARCH)
This research project developed a model that was used to measure student self-agency and self-advocacy as they relate to effort in an undergraduate political science course. A random sample of 30 students was examined through course activity behavior and discourse analysis of written submissions. Students who exhibited high agency in their writing completed more engagements per week and received higher overall course grades than students that exhibited low agency in their writing.
WARRIOR WORKSHOPS
This project on “Education Benefits” evolved into an effort to help Georgetown’s Veterans Office develop programmatic capacity to design and deliver online workshops tailored to military-connected students. The workshops consist of 3 online webinars in which participants actively engage and discuss transition topics, such as education benefits, learning resources, and career development.
BERLIN WALKTHROUGH PROGRAM
This program facilitates regular check-ins with students to help guide them through their studying abroad experience. These check-ins remind students what they experienced in weeks past, and give tips about life in Berlin and living abroad. This program originated in Google Slides as a project for an LDT class and transitioned to a video game created with TyranoBuilder. Georgetown’s German Department plans to launch this program for students studying abroad in Berlin in January 2019.
WHAT IS LEARNING?
learn (v. trans/intrans): to acquire knowledge (OED)
“understanding and optimizing learning”
Evidence of Learning
COGNITIVE
WARRIOR WORKSHOPS
This project on “Education Benefits” evolved into an effort to help Georgetown’s Veterans Office develop programmatic capacity to design and deliver online workshops tailored to military-connected students. The workshops consist of 3 online webinars in which participants actively engage and discuss transition topics, such as education benefits, learning resources, and career development.
SOCIAL
WHAT IS LEARNING?
learn (v. trans/intrans): to acquire knowledge (OED)
“understanding and optimizing learning”
Evidence of Learning
COGNITIVE
LATENT CONSTRUCT
WHAT IS LEARNING?
learn (v. trans/intrans): to acquire knowledge (OED)
“understanding and optimizing learning”
Evidence of Learning
LEARNING AS A LATENT CONSTRUCT
latent
construct
”
“
Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs.
Society for Learning Analytics Research (SoLAR)
2011
Dartmouth College Department of Computer Science StudentLife
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
“Class attendance drops after the midterm period but there is an opposite increase in studying”
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
r/dataisugly
2009-2010: “A cloud of ash from a volcanic eruption in Iceland triggered the worst airspace restriction in living memory and brought much of Europe to a standstill. Hundreds of thousands were stranded as Europe remained a virtual no-fly zone. The eruption remains one of the most memorable events of the 21st century.”
r/dataisugly
Make sure everything you’re treating as a number is actually a number.
If you absolutely have to use a pie chart, it should at least add up to 100.
Colors should make graphs less confusing, not more.
Always keep your data proportional.
DON’T BE DECEPTIVE.
Graphs of data that is not complex are neither interesting nor informative.
Don’t make a graph without data.
Interrogate your assumptions. What are you missing?
Stakeholder Data Needs
Activity
Step 1: Discuss the following questions as a group:
Step 2: In project groups, fill in at least one of the data/evidence needs for each of the stakeholder personae you have been given, including your identified accountability oversight person/group
Step 3: Choose one of the bulleted needs to attempt to create a chart for in the box provided.
LALNDC
Jordan Davis – Project Coordinator, CNDLS
LDT Student
Professional Speaker
6.53
177
WHAT IS LALNDC?
A learning group that consists of students, faculty, and staff at DC-area universities who have an interest in furthering the field of learning analytics.
LALNDC Overview
178
WHAT IS LEARNING ANALYTICS?
LALNDC 2022
179
Data collected about students and the environments in which they learn
Includes the process of collecting, measuring, analyzing and implementing data
Qualitative and quantitative, technological and nontechnical
INITIATIVES
TEACHING COMMUNITY
Build a community of practice around learning analytics education
Pitch deck title
181
BROADEN KNOWLEDGE
Make the field accessible to high school and early college students
Pitch deck title
182
DIVERSIFY THE FIELD
Learning Analytics Programs at Minority Serving Institutions (MSIs)
183
LALNDC.GEORGETOWN.DOMAINS
184
EMAIL: JHD65@GEORGETOWN.EDU
THANK YOU
Jordan Davis
jhd65@georgetown.edu
LALNDC 2022
185
LUNCH
PROBLEM SPACE MAPPING
Thinking
in Systems
Every process exists in systems.
Stakeholders
Values
Ecosystem
SMALL GROUP WORK
METHODS
https://www.craiyon.com/
Questions?
[USE PHOTO OF GROUP]
THURSDAY
THURSDAY, August 18
9:00 am - 9:30 am Overview and Questions of the Day
9:30am - 10:00am On Prototyping
10:00am - 10:30am Prototyping Exercise
10:30 am - 10:40 am -break-
10:40 am-12:00 pm Prototyping Working Session
12:00 pm-1:00 pm Lunch on Your Own
1:00 pm - 3:00 pm Prototyping Working Session
3:00 pm - 3:45 pm Group Presentations on Prototypes (10 mins each)
3:45 pm - 4:00 pm Debrief and Close
4:30 pm-6:30 pm Reception with current students (Car Barn 3rd floor patio)
Learning
System
Prototypes
Mashup
Remix
Presentation ideas
Story questions
Media
LUNCH
https://www.craiyon.com/
What is critique?
[flourishing]
Studio Thinking
Critique + Design Mindset
provisional
active
disciplined
open
curious
emotional
visual
What did you discover?
Storytelling
CRITIQUE
Presentations
CHALLENGE
DEBRIEF
What just
happened?