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Engaging
Global
Youth:

Innova2on
Design
Challenges

     Innova2on
and
Crea2vity


        in
a
Complex
World


       WFS
Chicago,
2009

A
joint
presenta2on
with…




Pamela
F.
Schroeder,
affiliate
director,
Minnesota

 Des2na2on
ImagiNa2on,
Minneapolis,
Minnesota.



John
W.
Moravec,
Educa2on
Futures
&

 University
of
Minnesota,
Minneapolis,
Minnesota.



Arthur

M.
Harkins,
director,
Leapfrog
Ins2tutes,
University

 of
Minnesota,
Minneapolis,
Minnesota.



And

our
fellow
futurists!


DI
and
LFI
Collabora2ng

•  Imagining


•  Crea2ng


•  Team
Problem‐Solving


  
Together
with


•  Futures
Scanning


•  Innova2ng


•  Integra2ve
Design

Agenda

•  Pamela
Schroeder,

What
is
Des2na2on

   ImagiNa2on?


•  John
Moravec,
What
is
Leapfrog
Ins2tutes?


•  Arthur
Harkins,
How
will
DI
and
LFI
plan
to

   collaborate?

First,
Pamela
Schroeder:



What
is
Des2na2on
ImagiNa2on?

Des2na2on
ImagiNa2on

Bringing
Experien2al
Educa2on

              And


       21st
Century
Skills

            Together

Des2na2on
ImagiNa2on

•  The
world’s
premiere
crea2ve
educa2onal

   program,
serving
more
than
100,000
kids

   around
the
world
annually

•  DI
offers
a
successful
and
unconven2onal

   interac2ve
and
interna2onal
co‐curricular

   program
for
youth,
kindergarten
through

   college

•  DI
teaches
the
three
essen2al
developmental

   skills:
Crea2vity,
Teamwork,
Problem
Solving

The
goal
of
DesBnaBon

   ImagiNaBon
is
to
help

students
learn
that
through

a
combination
of
crea$vity,

   teamwork
&
tenacity,



     they can
develop

      CREATIVE
and

 INNOVATIVE
soluBons

    to
complex
problems


completely
on
their
own.

DesBnaBon
ImagiNaBon
has:

•  A
clearly
defined
marketplace
in
EDUCATION

•  A
presence
in
50
states
and
more
than
30
countries

•  A
mixed
audience
of
the
planet’s
best
and
brightest

   students,
parents,
educators,
and
civic

leaders

•  A
complete
range
of
geographic,
cultural,
economic

   and
religious
audiences

•  An
incredible
message
life‐span
because
of


   unparalleled
program
loyalty

•    26
years
of
experience

•    Six
compe22ve
Challenges
annually

•    Challenge
to
Tournament
infrastructure

•    Team
driven,
Kid
powered

•    DI
develops
life
and
life‐long
skills



DI
programs
and
challenges
are
designed
to
connect
to

  Na2onal
Standards

•  Makes
learning
fun,
exci2ng
and
dynamic

•  Academically
based

•  Focused
on
one
or
more
of
these
areas:

     Technical/Mechanical
Design

     Scien2fic
Explora2on

     Theatrical/Literary/Fine
Arts

     Improvisa2on

     Structural/Architectural
Design

     Service
Learning/Youth
Empowerment

The
Crea2ve
Problem
Solving

 Process:
the
Steps
to
Ac2on

 •  Crea2ve
Thinking
Phase

      •  Genera2ng
Op2ons

  •  Cri2cal
Thinking
Phase

     •  Focusing/Evalua2ng
Op2ons

•  Teams
of
up
to
seven
kids
work
for
16
weeks

   to
perfect
their
solu2ons
to
mind
bending

   Challenges

•  Elementary,
middle,
high
school,
and

   university
level
team
compe22ons

•  Regional,
state
or
country,
and
Global
Finals

   tournaments

•  Teams
learn
to
create,
to
innovate,
how
to

   tackle
life
as
a
team

•  Presents
teams
with
an
immediate
mul2‐
   faceted
challenge
which
they
must
work

   effec2vely
together
to
solve

•  Learn
to
engage
in
team‐oriented

   improvisa2onal
thinking
and
ac2on

•  100,000
plus
teams


•  30,000
plus
volunteers


•  Public,
private,
independent
charter,

   homeschools,
and
community
and
religious

   organiza2ons

•  Over
3
million
alumni

Innova2on,
together:

•  Na2onal
Dairy
Council

•  American
Equipment
Manufacturers

•  3M

•  SyFy
Channel

•  USDA
and
University
of
TN

•  University
of
MN
and
Leapfrog
Ins2tutes

The
Global
workplace
is
just
a
step
away.

“DesBnaBon
ImagiNaBon®
parBcipants


      STAND OUT
among
our
new
employees.

        Their
presence,
confidence
and
ability
to
lead


   put
them
YEARS AHEAD
of
their
age
and
experience.


  Destination ImagiNation® is making a difference


          in
the
high‐tech
future
on
a
global
basis.”

                                                              
‐‐Roger
Garriock,


                                      IBM
Canada
director
of
e‐commerce
development
•  …
par2cipa2ng
in
the
program
for
10
years
has
given

   me
the
skills
and
educa2on
to
realize
my
own

   dream…

•  Crea2ve
problem
solving
has
been
a
way
of
life
for

   me
since
I
was
8
years
old…

•  As
a
scien2st,
I’ve
no2ced
how
differently
I
think

   than
other
people…

•  The
skills
that
I
developed
in
DI
have
allowed
me
to

   excel
in
the
workforce….

Destination ImagiNation

      Our kids can do
      ANYTHING!
Second,
John
Moravec:


What
is
Leapfrog
Ins2tutes?

What is Leapfrog?
What are the Leapfrog Institutes?




                                 John
Moravec,
PhD

                                   Educa2on
Futures

                           www.educa2onfutures.com

The
New
Paradigm

•    Increasing
importance
of
crea2ve
human
capital

•    Increasing
rates
of
change

•    Increasingly
inaccurate
predic2ons

•    Increasing
need
to
create
preferred
futures

•    Increasing
sense
that
kids
must
share
crea2on
of

     new
futures
with
adults

…also…

•  Today’s
kids
par2cipate
in
an
increasingly
globalized

   world

•  Industrial
society
has
given
way
to
the
knowledge‐
   based
society




…which
is
already
star2ng
to
transi2on
to
an

   innova2on
and
crea2vity
society

So,
shall
we
live
in
the
past
or
create
the
future?

We
think…

•  Kids
are
vastly
under‐u2lized
as
human
capital

•  Kids
can
be
brought
into
full
rela2onship
with
the
exploding

   knowledge/innova2on
economy

•  Advanced
educa2onal
technology
will
be
required

•  “New”
Workforce
incorpora2ng
kids
will
be
more
crea2ve
and

   much
larger
than
present
workforce

•  “Parallel
Schools”
are
one
approach
to
the
re‐integra2on
of

   children,
adults,
and
the
economy

Legacy:
The
18th
century

•    Farming/agriculture
economy

•    Family
based
enterprises

•    Kids
learned
at
home

•    Kids
worked
at
home

•    Kids
were
engaged
cross‐genera2onally

•    Adults
could
learn
from
kids

•    Kids
contributed
at
all
economic
levels

Legacy:
The19
and
Mid‐
or
Late
20th
centuries
                                                 


•  Industrial
economy

•  Job/wage/salary
based
enterprises

•  Kids
learned
increasingly
at
schools

•  Kids
worked
at
low
level,
some2mes
dangerous
jobs

•  Kids
were
engaged
cross‐genera2onally
as
chajel,
hirelings,

   or
de
facto
(and
de
jure)
slaves

•  Kids
learned
from
adults
within
division
of
age
and
labor

   formats

•  Kids
s2ll
contributed
at
all
economic
levels

Las2ng
legacy
effects:


                       USA
in
the
21st
century

•    Emerging
knowledge/innova2on
economy
is
stunted

•    Integrated
ac2vi2es
between
adults/kids
are
highly
limited

•    Kids
and
adults
learn
less
and
less
from
each
other

•    Adults
anxious
about/fear
learning
from
kids

•    Kids
separated
from
adults,
following
legacy
industrial
economy
model

•    Kids
work
mainly
at
menial
tasks

•    Kids
s2ll
contribute
to
all
economic
levels,
but
at
far
lower
levels
than

     possible,
feasible,
and
desirable

So?
To move from legacy millstones:
Leapfrogging…

•  means
leadership
rather
than
catching
up.

•  means
using
advanced
(wireless)
technologies
to

   assist
students
and
teachers

•  technologies
permit
moving
from
memoriza2on
to

   crea2ve
and
innova2ve
knowledge
produc2on

•  greatly
enhancing
human
capital

We can design the future.
Leapfrogging just ahead of change

                               J’   J
 Level of Advancement




                        Time
“New”
workforce:


               21st
century–
Global
Leapfrog

•  Emerging
knowledge/innova2on
economy
can
get
a
quantum
boost

•  Integrated
ac2vi2es
can
partner
kids
with
adults

•  Adults
are
eager
to
learn
from
kids

•  Kids
and
adults
learn
more
about
each
other

•  Kids
and
adults
partner
and
collaborate,
teaching
to
and
learning
from

   each
other

•  Kids
work
increasingly
at
crea2ve
tasks


•  Kids
s2ll
contribute
to
all
economic
levels,
but
with
bejer
distribu2on
of

   effort
than
in
the
past

What’s
it
going
to
take?

•  Voluntary
establishment
of
“Parallel
Schools”

•  Voluntary
par2cipa2on
by
kids
and
adults

•  Screened
volunteers
represen2ng
re2red
staff,

   graduate
students,
professionals,
etc.

•  Dona2ons
and
grants
for
insurance
costs,
food,

   transporta2on

What
should
be
avoided?

•  Pressures
on
teachers
requiring
kids
to
memorize

   unrelated
facts

•  Pressures
on
adults
and
kids
to
par2cipate

•  Compe22on
with
legacy
school
func2ons
and

   personnel

•  Race,
class,
and
aotude
challenges

•  Low
expecta2ons
and
standards

•  Boas2ng

What
should
be
sought?

                  (Leapfrog!)
                            

•  Top‐flight
volunteers
from
all
appropriate
sectors

•  Use
of
latest
technologies,
including
Beta
devices
and

   sorware
from
partnering
companies

•  Excellent
Web
connec2vity
among
Parallel
Schools

•  Collabora2ve
rela2onships
with
similar
schools

   abroad

We
also
think…

•    Kids
should
mirror
the
crea2ve
workforces
first
and
foremost

•    Func2onality
should
be
emphasized
first
and
foremost

•    Technology
supports
reliable
func2onality

•    Every
kid
and
adult
a
Crea2ve

•    Every
kid
and
adult
an
Innovator

•    NO
FAILURES

•    Global
leadership
from
Day
1,
driven
by
collabora2ng

     LeapFrog
Ins2tutes
?

“If you can’t
     fail, you
         can’t
  innovate.”
         - Peter Diamandis

What
are
Leapfrog
Ins7tutes?

•  Collabora2ng
schools,
colleges,
and

   universi2es
from
around
the
globe

•  Sources
of
Parallel
Schools

•  Organiza2ons
to
bring
youth
and
adults

   together
to
co‐create
the
21st
century

We all co-invent the future.
We’re all
white belts.
The future we design can…
•  Help change education regimes to
   create the future
•  Help lead the world in educational
   change
•  Help bring people of all ages into the
   knowledge workforce
•  Help kids and adults work together
   creatively
“Innovate, baby, innovate!”
Third,
Arthur
Harkins:


How
will
DI
and
LFI
collaborate?

DI
Focuses


•  Imagining


•  Crea2ng


•  Team
Problem‐Solving

LFI
Focuses

•  Futures
Scanning


•  Innova2ng


•  Integra2ve
Design


DI
and
LFI
Collabora2ng

•  Imagining


•  Crea2ng


•  Team
Problem‐Solving


  
Together
with


•  Futures
Scanning


•  Innova2ng


•  Integra2ve
Design

Futures
Scanning

•  Historical
trends
(futures
of
the
present)

•  Contemporary
trends
(empirical)

•  Contemporary
micro‐trends
(implicate/
   intuited)

•  Projec2ons
(possible/probable)

•  Scenarios
and
stories
(projected
and
retro‐
   cast)

•  Exis2ng
and
virtual
myths,
legends,
epochs

Innova2on

•  Is
different
from
inven2on,
but…

•  Emerges
from
inven2on

•  “Makes
a
difference”
in
one
or
more
contexts

•  Can
range
from
improvements/upgrades
to

   highly
disrup2ve
impacts

•  Is
generally
based
on
inten2ons,
accidents,

   and
necessi2es,
including
compe22on

•  Can
be
risky
and
a
“hard
sell”

Integra2ve
Design

•  Design:
Arts,
sciences,
and
techniques
for

   crea2ng

schema2c
rela2onships
among
ideas,

   innova2ons,
objects,
2me
frames,
and

   cultures

•  Integra2on:
Moving
beyond
the
schema2c
to

   successful
prac2cal
rela2onships
between

   innova2ons
and
their
contexts

Quick
Summary:

                
DI
and
LFI
Collabora2ng

•  Imagining


•  Crea2ng


•  Team
Problem‐Solving


  
Together
with


•  Futures
Scanning


•  Innova2ng


•  Integra2ve
Design

Youth
Leaders
for
Innova2on

                Socie2es

•  Guaranteed
leading‐edge


   



societal

performance


   


(now
&
future,
for
all
kids)

•  Elimina2on
of

youth

   



performance
divides

   



(everywhere)

•  Con2nuously
updated



   



workforce


   



(throughout
global
socie2es)

•  Instant
competencies

   


&
compe22veness

•  

(among
youth
everywhere)

•  Youth
cultures
based
on

   



innova2ons
&
performance

   


(individual‐collec2ve‐societal)

•  Youth
that
are
‘Leapfrog’
ready!

Audience
Par2cipa2on:

     “Word
Café”

Ques2ons
for
Fellow
Futurists

•  We
think
of
the
six
skills
as
founda2ons
for
a
“new

   basics.”

What
do
you
think?

•  How
can
we
defend
them?

What
do
you
think
is
a

   bejer
approach?

•  What
do
you
think
the
US
(or
any
other
specific

   country)
would
have
to
do
to
make
this
happen?

•  How
should
skill
performances
be
measured

   (academically,
applied,
or
both)?


•  What
kind
of
organiza2onal
and
cultural
changes
are

   required
to
embed
these
skills?


Ques2ons
for
Fellow
Futurists
                                

•  Can
you
envision
this
becoming
part
of

   standard
educa2on
on
a
global
basis?

•  What
do
you
see
as
the
first
step
toward

   implementa2on
of
the
six
skills?

•  How
would
you
like
to
be
involved
in
bringing

   the
six
skills
to
educa2on?

Futurists
Report

Concluding
Remarks

How
to
Reach
Us

•  Pamela
F.
Schroeder



•  <pfschroeder@district287.org>


•  John
W.
Moravec

•  <moravec@umn.edu)


•  Arthur
Harkins

•  <harki001@umn.edu>

Thank
you,
and
watch


            for
the
slides!

Des2na2on
ImagiNa2on:

•  www.idodi.org


Leapfrog
Ins2tutes:

Leapfrogins2tutes.org


Educa2onfutures.com


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