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Acquiring pure fact-based knowledge is no longer sufficient when it comes to dealing with increasingly complex realities in the machine age, such as the degrowth economy, climate change and global health crises. 21st century learners who want to interact with the world in a constructive way need to cultivate (human) capabilities, develop relevant p...
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... interactive, iterative learning sequences that are initiated by the 2CG ® Poetry Machine (see Figure 2) and guided by the learning facilitator consider both, the learning process (or learning journey) and the learning output (impact or outcome) and follow the well-known action learning principles of "impulse-action-reflection" as discussed in [15]. Learners are immersed in their learning experience and produce artefacts, such as concepts, future scenarios, stories, maps, manifestos and prototypes. ...
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For a long time, the hero’s journey has served as a popular storytelling template for designing learning experiences, even more so with the rise of technology and its increased focus on character design, magic moments, and surprise elements. This paper suggests that it is about time learning experience designers looked more at what is going on at the periphery of stories. Lifting everyone’s — including AI’s — voice and engaging them in the co-creation of constructive alternative narratives can help learners to develop future skills, better understand complex problems, and drive behavioral change. To support this hypothesis, this paper showcases a series of pilot workshops on climate change that were conducted in the context of a global environmental initiative in the time period between November 2022 and February 2023. The workshops explored how polyphonic storytelling, community building, and artistic impulses ranging from classical to contemporary and indigenous poetry, sketches, multi-media collage, and video input pushes cross-disciplinary, cross-hierarchical, and cross-cultural groups of learners to use and develop their critical and connected thinking skills, their imagination, language skills, listening skills, empathy, and collaborative team skills to build environmental awareness and come up with a more constructive narrative about climate change. Qualitative data analysis indicates that learning experience design that moves away from the traditional concept of the hero’s journey towards co-creating polyphonic narratives can enable learners to leave current mental models and explore new pathways of thinking and doing.
Digital learning does not determine its strategic benchmarks independently since it always represents only a training system component. Consequently, its goals and objectives cannot be understood without a preliminary understanding of the purposes and objectives put forward by the training system a part of which it forms. The issue of identifying this purpose as a person being a cognitive activity subject or a person being a bearer of a certain number of skills requires clarification. The digital learning concept will always contain a positive ("correct") or negative ("incorrect") answer to this question in the "default" status, as prescribed by the training system. And it will serve as an auxiliary tool only in promoting (and approving) different concepts of human capacity as a "correct" one.
Human capability cultivation has been neglected in educational and professional contexts in the previous decades. The focus has clearly been on tasks and efficiency, on planning, scaling, and then executing according to plan. Professionals, students and pupils have become used to getting clear directions, simplified instructions and exact predictions and managers have continually looked for measurable output. Unrealistic goals imposed on students and workforce have increasingly led to frustration, drop-out and even burnout. Digitalization has added to this development. Cutting out all redundancy from our lives has prevented us from staying open to surprise, exploring unkown territory and embracing difference and diversity, whereby diversity does not only refer to color, race and sexual orientation but to different opinions and perspectives. As we live in a complex world and face increasingly complex challenges, however, we need to train these human capabilities, also referred to as 21st century skills. The current paper aims to introduce an educational approach that fosters human capability cultivation. Practice examples shall demonstrate how the 2CG® Poetry Machine, a disruptive educational model that combines artistic impulses with collaborative and social learning processes in communities of practice, enables learners across disciplines, cultures and hierarchies to practice their human skills, leave their mental models and tap into their full creative potential. The multi-method approach has been applied in in-person, online, live virtual and hybrid settings over the past 15 years. Evaluation has mostly been based on qualitative data collected through observation, customer surveys, peer feedback and expert opinion and analyzed by means of a customized value creation framework.Keywords2CG® Poetry MachineHuman Capability Cultivation21st Century SkillsCommunity of PracticePeer ExchangeTransdisciplinary LearningHyper-curriculum
