2014 Keynote Presentations




OVERVIEW
Keynote Presentations

Special Guest Presentation Dinner with Dr. Rex Jung
Wicked Insights into the Minds of Creative Problem Solvers

We kicked-off the event with an intimate conversation with neuroscientist and creativity expert – Dr.Rex JungDr. Jung helped us make sense of the magic that happens in our brain as it ignites the creative problem solving process – whether within a classroom full of students, an intense design studio setting, or simply walking the dog. 




Opening Remarks by Doris Wells-Papanek
Overview of the Design Learning Network and Symposium 2014




Keynote Part 1 by Dr. Robert Greenleaf
The Origins of Impact on Student Learning and Achievement

With all resources for education labeled “research based” it is a challenge to sort just what constitutes high impact on learning. Meta-analyses have shed some light on the elements of effect size that can be instructive for our work with youth. Everything is research BASED. What outcomes can be effectively research DRIVEN with high impact?




Keynote Part 2 by Dr. Robert Greenleaf
Mindsets – Fixed, Growth, and Implications for Learning

Carol Dweck conducted some groundbreaking research with respect to a learner’s disposition toward their potentials for success as they are confronted with adversity or challenge.  These are environmentally influenced by adult beliefs in learning settings as well.  If learning is the goal, then how both learners and adults perceive intelligence, talent and potential becomes a crucial contributor (or not) of a learner’s level of effort and persistence.  It similarly colors our approach to instruction.




Dr. Greenleaf's Keynote Slides - Parts 1 & 2




Keynote by Dr. Rex Jung
Here Be Dragons

When explorers traveled to the edges of the known world they found many strange creatures that they did not understand. Listed on these ancient maps is the inscription “here be dragons” signifying terra incognita – there is mystery and wickedness beyond what has been known and mapped out. In our modern world, we often encounter “wicked problems” – those that contain shifting dependencies, multiple causal mechanisms, and unforeseen contingencies. How do we slay these dragons, these wicked problems of the modern world? 

One way is to use the power of our brain, but not the rational reasoning power that deduces cause-effect relationships through ordinary reasoning processes. These wicked problems require a different reasoning process altogether, one based on abduction, guessing, and drawing inferences from incomplete information. These problems require CREATIVITY, and we are beginning to understand what this looks like in the human brain. 

Creativity is not one thing, but many: preparation, incubation, illumination, and verification (to name a few). It does not reside in one brain region, but involves a network of brain regions working in a back-and-forth interaction supplying idea generation (on the one hand) and refinement (on the other). It requires grit, determination, persistence, and openness to new experiences: this means getting out of the comfortable bubble that surrounds you almost continuously in your daily life. Importantly, it can be learned and cultivated in the minds of the young, the old, and even the timid through a “growth mindset” exploiting new concepts of neuroplasticity.




Dr. Jung's Keynote Slides




Keynote by Meredith Davis
Preparing Critical & Creative Thinkers for School & Life

While many can agree on the goals of K-12 educational reform, the practical ways for helping students master twenty-first century skills are more difficult to pin down. College-level design education has a long history of creating critical and creative thinkers. This presentation identifies pedagogical strategies from design that are successful in producing the outcomes sought by today’s national and state standards in a number of disciplines. The goal of this approach is not to add new subject matter to an already full curriculum but to provide a system for delivering required curricular content that builds students’ thinking competencies.

Access to Meredith's Keynote slides are available to those who attended Symposium 2014, please contact doris@designlearning.us for more information. 



Keynote Part 3 by Dr. Robert Greenleaf
Micro-feedback Formative Assessment®: Linking Teacher Practice Directly to Student Achievement

The education profession has embraced “data” in many ways, but none so powerful to moving learning forward as the use of formative assessment. Done well and consistently, formative feedback has achieved up to 34% impact (a whopping .90 effect size) on student achievement outcomes. This presentation briefly reviews research literature on formative feedback and ways to embed and apply these with students as a pivotal means of encouraging growth and development of one’s capacities for learning.




Dr. Greenleaf's Keynote Slides - Part 3