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The 2CG® Poetry Machine―a Hybrid Approach to Human Capability Cultivation with Disruptive Artistic Impulses
Abstract
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
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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 practical skills and acquire relational knowledge, which implies that they can apply factual knowledge in diverse contexts so as to solve complex problems. The present paper aims to demonstrate how the 2CG® Poetry Machine, a hybrid coaching tool that makes use of artistic impulses, can support learners across cultural, hierarchical and disciplinary boundaries in developing future skills and generating new ideas. The focus is on communication skills, critical thinking skills, creativity and imagination, collaborative skills and ICT literacy. Practice examples are given to show how the 2CG® Poetry Machine uses impulses from poetry, puppetry, literature, theater, photography, dance and music to enable learners to connect with their creative power, improve their skills and generate new ideas in Lab 21, a hybrid hyper-structure for learning, sharing and exploring new ways of thinking and doing.
This chapter focuses on the way digital interventions are opening up new roles for universities. In particular we report on the potential of MOOCs (massive open online courses) as a powerful form of digital intervention transforming the University’s relationship to professional development and knowledge exchange, and helping to deliver on the UN’s (United Nations, 2015) Sustainable Development Goals (SDGs).
Humans learn from their own trial-and-error experience and observing others. However, it remains unknown how brain circuits compute expected values when direct learning and social learning coexist in uncertain environments. Using a multiplayer reward learning paradigm with 185 participants (39 being scanned) in real time, we observed that individuals succumbed to the group when confronted with dissenting information but observing confirming information increased their confidence. Leveraging computational modeling and functional magnetic resonance imaging, we tracked direct valuation through experience and vicarious valuation through observation and their dissociable, but interacting neural representations in the ventromedial prefrontal cortex and the anterior cingulate cortex, respectively. Their functional coupling with the right temporoparietal junction representing instantaneous social information instantiated a hitherto uncharacterized social prediction error, rather than a reward prediction error, in the putamen. These findings suggest that an integrated network involving the brain’s reward hub and social hub supports social influence in human decision-making.
Societies everywhere are currently undergoing deep transformation, including the transition from traditional organizational structures to network structures where connected autonomous individuals are challenged to solve complex problems co-creatively and responsibly. Phenomena like the global health crisis, climate change, and the impact of digitalization are forcing governments, organizations, institutions of higher learning, and schools to re-think learning, teaching, and assessment practices in a way that they engage working learners, students, and pupils and prepare them for the future. The present paper aims to showcase a learner-centered, multi-method teaching approach, which is grounded in the principles of communities of practice, anchored in hyper-curricula for 21st century skills acquisition, and implemented in a hybrid hyper-structure for learning. This multi-method teaching approach, referred to as 2CG® method, aims to connect learners across hierarchical, cultural, and disciplinary boundaries and helps them unlock their creative potential by means of customized artistic impulses. In this paper, we look at how the 2CG® teaching approach has been implemented in Lab 21, a hybrid hyper-structure for learning that immerses learners in practice-based learning experiences so that they can develop 21st century skills while exploring new pathways of action. Practice examples demonstrate how communication skills programs, coding and media literacy programs, innovation and wellbeing programs in organizations, institutions of higher learning, and schools can serve as an effective context for this new way of learning, which lays out a human vision for education. Finally, the paper points to current limitations of the approach and makes suggestions for future research.
Changing Higher Education for a Changing World draws on the outcomes of the cutting-edge research programmes of the UK-based Centre for Global Higher Education, the world’s largest social science research centre focused on higher education and its future. In countries with incomes at European levels, the majority of all families now have connections to higher education, and there is widespread popular interest in how it can be made better. Together, the contributors sharply illuminate key issues of public and policy interest across the world:
Do research universities make society more equal or more unequal?
Are students graduating with too much debt?
Who do we want to be attending universities?
Will learning technologies will abolish the need for bricks-and-mortar higher education institutions?
What can countries do to improve their scientific performance?
How can comparative teaching assessment and research assessment become much more effective?
The book explores higher education in the major higher education regions including China, Europe, the UK and the USA.
This paper demonstrates how a contemporary teaching approach known as 2CG® method, which stands for content- and context-specific generic competency coaching, can help educators foster 21st century skills in engineering and business management students in the framework of English language programs. 2CG® is built around the concept of peer learning and exchange in student-empowered classrooms and has been specifically designed for learning workers who continually need to improve and practice their skills to succeed in the VUCA world where speed, flexibility, innovation and communication are the key to success. 21st century skills as developed with the 2CG® teaching method comprise critical thinking, problem-solving, creativity, communication, collaboration, curiosity, initiative, persistence, adaptability, leadership, and social and cultural awareness. The teaching approach itself is based on the cornerstones of communities of practice (CoP) and teachers take the role of facilitators who nurture their communities with relevant input and impulses. A blended mix of interactive and introspective teaching activities, collaborative learning tasks, artistic impulses and focused feedback is used to empower students to continually develop their competencies and enhance their qualities as well as take responsibility for their learning.
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