Educ651Presentation
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The document discusses how traditional education and business management systems are outdated and cannot accommodate new innovations without adopting a new approach. It advocates for a "Type I" operating system that provides autonomy, encourages mastery through engaging tasks, and has a greater purpose in order to better motivate and direct people. This new approach would pour new innovations into new "wine skins" rather than trying to fit them into old models and traditions that are unable to contain contemporary changes.
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Educ651Presentation
- 2. Sarah Sanchez The greatest emotional barrier that we have is the pouring of the wine of new innovation into the old wine skins of an outdated understanding of human behavior.To get us moving in the right direction will require a new operating system, a "Type I" (Pink, 2009) operating system which provides autonomy, encourages mastery, and has a greater purpose. The big picture that all these commonalities point to is leading in the right direction.There is so much that is new; our traditions of education and business management systems cannot contain it without adopting a new wineskin, a new operating system, one which harnesses intrinsic motivation. (Learning Team 1)
- 4. Give users autonomy over: Task - what you do Time - when you do it Team - who you do it with Technique - how you do it Are we offering students autonomy over how and when to do this work? How does our online environment promote or inhibit autonomy? Sarah Sanchez
- 5. Motivation 3.0 demands engagement. Only engagement can produce mastery—becoming better at something that matters. Mastery begins with “flow” - optimal experiences when the challenges we face are perfectly matched to our abilities. (Pink, pg. 207) Does this assignment promote mastery by offering a novel, engaging task? Sarah Sanchez
- 6. “Seek a purpose greater and more enduring than yourself.” (Pink, 2009) Do our students understand the purpose of this assignment? Is it relevant? Does it matter? Can students see how it contributes to the larger purpose? Sarah Sanchez
- 7. Friedman, E. H. (2007). A failure of nerve: Leadership in the age of the quick fix. NewYork, NY: Seabury Books. Kuhns, L., Parmley, K., Sanchez, S., & Short, H., (SU 2, 2010) EDUC 651 LearningTeam 1. ACU Online Palmer, P.J. (2008). The Promise of Paradox: A Celebration of Contradictions in the Christian Life. San Francisco, CA: Jossey-Bass. Pink, D.H. (2009) Drive:The SurprisingTruth AboutWhat Motivates Us. NewYork, NY: Riverhead Books. Scharmer, Otto (2009). Theory U: Leading from the Future as It Emerges. San Francisco, CA: Berrett- Koehler Publishers Inc. Retrieved from iBook database. The journey begins. Sarah Sanchez
Editor's Notes
- Motivation 3.0—intrinsic motivation, depends on and promotes Type I behavior, which relates to the intrinsic value of one’s activities more than external rewards. “Type I behavior leads to stronger performance, greater health, and higher overall well-being.” (Pink, pg. 207) Scharmer refers to intrinsic motivation as our source of “energy, inspiration and will… Our Blind Spot: the inner place from which we operate.” (Scharmer, 2007) Accompanying intrinsic motivation, Friedman discusses our “interior condition.” He calls for self-differentiated leaders. A self-differentiated leader knows where he came from and where he is going. Jesus was such a leader: Jesus knew that the Father had given him authority over everything and that he had come from God and would return to God. So he got up from the table, took off his robe, wrapped a towel around his waist, and poured water into a basin. Then he began to wash the disciples’ feet, drying them with the towel he had around him. (John 13: 3 – 5) Self-understanding bestows one with the courage to lead enduring change—through serving and leading others. Palmer discusses paradox as essential for the complete expression of the deeper truths in our lives. “There is truth in both poles, and we live most creatively when we live between them in tension…. Perhaps in the synthesis of those apparent opposites, we get closer to the truth.” (Palmer, pg. 63) Jesus is my King; my inner source of intrinsic motivation. He exemplifies purpose, self-differentiation and paradox: Though he was God, he did not think of equality with God as something to cling to. Instead, he gave up his divine privileges; he took the humble position of a slave and was born as a human being. (Philippians 2: 6 - 7)
- “To encourage Type I behavior, and the high performance it enables, the first requirement is autonomy.” (Pink, pg.207) Friedman’s “self-differentiated leadership,” Scharmer’s “field structure of attention”—the intersection of our actions and our inner source, and Pink’s “autonomy” are all products of a new operating system, “Motivation 3.0, or intrinsic motivation.” (Pink) “Try new things, see what works, keep what does, and get rid of what doesn't.” (Pink, July, 2010, in email correspondence with Hillary) For our instructional design team: Ask: "” Consider having a FedEx day: students may work on anything they choose, however they want, with whomever they’d like, using whatever tools are necessary. Caveat: they must deliver something—a new idea, a prototype of a product, a better internal process—the following day.
- Scharmer calls this “acting from the emerging whole,” or prototyping—putting together the head, heart and hand. Friedman qualifies a leader as one who “focuses on strength, is concerned for one’s own growth, looks at one’s own stuckness, adapts toward strength, and seeks enduring change.” (pg. 231) A self-differentiated person seeks mastery and self-control. “It is through the development of our fullest potential that the fruits of our labor will join to form the wine of the emerging future (Scharmer, 2009), and our open creativity to form the wineskin in which it operates.” (Learning Team 1) For our instructional design team: Ask: "Does this assignment promote mastery by offering a novel, engaging task?" Note: Teachers should act as observers and facilitators of learning. Don’t interrupt students during times of intense focus, concentration and flow.
- I see the “emerging whole” (Scharmer, 2009) as truly equipping students through ACU Online to make a difference in their worlds, throughout the world . “Within organizations, this new ‘purpose motive’ is expressing itself in three ways: goals that use profit to reach purpose; in words that emphasize more than self-interest; and in policies that allow people to pursue purpose on their own terms.” (Pink, pg. 208) Scharmer’s Theory U is a change movement that ties into purpose—“Who is my Self? What is my work?” We let go of our past and let our purpose emerge. (Scharmer, 2007) Scripture says it this way: “Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, perfect and pleasing will.” (Romans 12:2) Animate with purpose. Nothing bonds a team like a shared mission. 1 Is there any encouragement from belonging to Christ? Any comfort from his love? Any fellowship together in the Spirit? Are your hearts tender and compassionate? 2 Then make me truly happy by agreeing wholeheartedly with each other, loving one another, and working together with one mind and purpose. (Philippians 2) For our instructional design team: Ask: "Do our students understand the purpose of this assignment? Is it relevant? Does it matter? Can students see how it contributes to the larger purpose?” (Pink, pg. 208)
- The journey toward mastery begins, “with the knowledge that full mastery can never be realized, which is what makes its pursuit simultaneously alluring and frustrating.” (Pink, pg. 210)