Three Principles of Resilient Design for Learning

0:06 welcome back 0:08 throughout this course we have looked at 0:10 systems at a general level and discussed 0:12 how courses can be viewed as systems 0:15 we have also been reflecting on what 0:17 resilience looks like from different 0:18 perspectives and disciplines 0:21 as we continue to draw inspiration from 0:22 these ideas let's focus on how they can 0:25 inform an approach to resilient course 0:27 design 0:29 part of our resilient design approach 0:31 will be to focus on the interactions 0:33 that we want to support in service of 0:35 reaching course learning goals and how 0:37 we shape those interactions through the 0:39 course elements we decide to use and 0:41 develop for a course 0:43 and as we have seen these interactions 0:45 can be facilitated in a variety of ways 0:49 we will aim to design our courses in a 0:51 resilient way from the outset so that 0:53 our courses can still function well and 0:56 fulfill the course purpose even if there 0:58 are changes and shifts in the learning 1:00 environment 1:03 as we think about resilient design we 1:05 will want to consider three main 1:07 principles that will help us create 1:09 course plans that can adapt to 1:11 disruption and change 1:13 just like the reeds we looked at in 1:15 aesop's fable of the oak and the reeds 1:18 the three principles we will consider 1:20 are 1:22 designing for extensibility 1:24 designing for flexibility 1:26 and designing for redundancy 1:30 let's elaborate on each principle before 1:32 we go into greater detail about each one 1:34 in the videos to come 1:38 designing for extensibility this is the 1:40 ability to foresee changes or additions 1:43 to your course that may be possible or 1:45 required 1:47 a question an instructor might ask when 1:49 considering this principle is what 1:51 course elements might i need to add or 1:53 change 1:54 in the future 1:57 designing for flexibility 2:00 this is the ability to anticipate and 2:02 respond to potential changes in a 2:04 learning environment 2:06 a question an instructor might ask here 2:09 when considering this principle 2:11 is what course elements do i have in 2:13 place now 2:14 and how might i need to change them 2:18 and designing for redundancy 2:21 this is the ability to analyze your 2:23 course design plan and identify and 2:25 create pieces that could perform similar 2:28 operations 2:30 a question an instructor might ask 2:32 is are there elements in my course 2:34 design plan that are similar in nature 2:36 and potentially interchangeable because 2:38 they facilitate the same desired 2:40 interaction 2:42 let's take some time to go through each 2:44 principle and build out some examples 2:46 that help us to understand each 2:48 principle more completely