Designing for Resilience

0:06 so as we think about designing for 0:08 resilience 0:09 let's look at different fields that do 0:11 just that 0:13 we can start by examining the kinds of 0:15 questions that professionals in these 0:17 fields might ask 0:19 in architecture 0:21 how can we design buildings and 0:22 neighborhoods that remain structurally 0:24 sound in the face of changing conditions 0:26 or turbulent events around them 0:29 in computer science 0:31 how could we build computer systems that 0:33 can still function if some of the nodes 0:35 of the system fail 0:38 in business how can business enterprises 0:41 and management systems respond to 0:43 unexpected and turbulent events that can 0:46 arise gradually or even suddenly so that 0:49 businesses can continue to survive and 0:51 prosper 0:53 and in ecology 0:55 how can we encourage natural ecosystems 0:57 to flourish on farms so that predators 0:59 can do the heavy lifting in eliminating 1:02 pests 1:04 whether an entity like a building 1:06 computer system or business has capacity 1:09 for resilience might not be apparent 1:11 unless we develop a whole system view of 1:14 it 1:16 in this course we will examine how 1:18 adopting a systems view of course design 1:20 can help us create teaching plans that 1:22 are resilient 1:24 designs that are flexible and can 1:26 withstand change 1:28 we might even find that by using this 1:30 approach to design 1:32 the designs for learning that we create 1:35 are more vibrant than ever before 1:38 based on these definitions of resilience 1:41 and ideas about designing for resilience 1:43 here is a working definition of 1:45 resilient teaching that we can use as a 1:48 starting point for our exploration 1:52 resilient teaching is the ability to 1:54 facilitate learning experiences that are 1:57 designed to be adaptable to fluctuating 1:59 conditions and disruptions 2:02 this teaching ability can be seen as an 2:04 outcome of a design approach that 2:06 attends to the relationship between 2:08 learning goals and activities and the 2:10 environments they are situated in 2:14 resilient teaching approaches take into 2:16 account how a dynamic learning context 2:19 may require new forms of interaction 2:21 between teachers and students 2:23 content and tools 2:26 additionally they necessitate the 2:28 capacity to rethink the design of a 2:30 learning experience based on a nuanced 2:33 understanding of context 2:36 there are some ideas in this definition 2:38 that we haven't touched on yet but we 2:40 will go into them in more detail later 2:42 in the course 2:44 elements that make up a learning 2:46 environment 2:47 facilitation of different kinds of 2:49 interactions 2:51 and use of technology to move fluidly 2:53 among environments 2:56 as we set our sites on the horizon we 2:58 can reflect on how the move towards 3:01 resilient teaching is a long-term change 3:04 one that allows us to choose teaching 3:06 approaches that enable us to fluidly 3:08 move between one environment and another 3:12 between one method of instruction 3:14 and another 3:15 we can reflect on how we can create 3:17 designs for learning that are capable of 3:20 bending to fit multiple environments 3:22 without becoming ineffective