More System Thinking (at a Micro-Level)

We’re still working on the Mozilla/P2PU Challenges for running an event. We’ve been through a number of iterations and are, at the moment, settling on a 1-2-3 format in which participants can access planning materials and sample content for any of the three types of events Mozilla champions. Michelle Thorne has created an Event Menu Lite that explains the event types, and we’re using the Hackasaurus Hacktivity Kit as a model for the “how to run a Learning Lab” portion of the Challenges.

Based on my system thinking chart, the event kit should include the three types of curriculum (ice breaker, instruction, design challenge), regardless of the type of event. The trick is defining each piece in a way that is broad enough that each event type can be included.

I’m thinking around this problem like this:

Meetup Learning Lab Hackjam
Ice Breaker Show and Tell. Discuss Concepts and Problems. Show and Tell. Explain Concepts. Show and Tell. Define Problems.
Instruction Definition of the group’s goals. Introduce Targeted Learning Objectives. Crash Courses
Design Challenge Make a plan to expand conceptual ideas from the Ice Breaker. Make a plan to reach goals defined in the Instruction. Make using acquired knowledge from the Ice Breaker. Make using acquired skills from the Instruction. Make by working to solve defined problems from the Ice Breaker. Make using acquired skills from the Instruction.

From a didactic standpoint, there are a couple of types of knowledge that are addressed in the three event types. A meetup could likely be categorized as “orientative knowledge” because participants are learning the connection between the chosen topic and their own lives (meetups are basically discussions). Learning Labs would likely be the next evolution with “instructional knowledge” because participants are receiving targeted lessons with specific learning objectives. A hackjam, then, serves to transfer “practical knowledge” as a participant will use pre-acquired knowledge to solve problems.

None of this is to say that one event type can’t or won’t transfer other types of knowledge, it’s simply a way to distinguish the learning goals of each event type. Understanding the overarching knowledge types will help us create curriculum that fits into each event type. This will allow us to be more efficient in our content creation, which means we will be able to create more content.

As always, comments are welcome and appreciated.

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More System Thinking (at a Micro-Level)

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