T HE D A V INCI I NSTITUTE
F ACILITATORS N EWSLETTER L ETS
CO - CREATE REALITY
F EBRUARY 2015 We would like to welcome all of our facilitators to the Facilitators Newsletter. The objective is to utilise this platform in providing effective feedback to you in order to assist in co-creating reality.
DA VINCI ACADEMIC OPENING
MODE 2
The Da Vinci Academic Opening signifies the beginning of a
From feedback received from students, it seems there is
new year both in terms of academia and business opera-
more work to be done towards understanding Mode 2
tions. On Monday 19 January 2015, the Da Vinci team gath-
learning and how Mode 2 impacts the classroom interac-
ered in the Da Vinci room situated at the Da Vinci House to
tion.
take part in the official opening.
While we use the term ‘Mode 2’ very often in our discourse at the Institute, it is crucial that all facilitators and students
Professor Bennie Anderson, CEO of The Da Vinci Institute welcomed colleagues to the year of 2015 and instilled within us the notion of being remarkable. Remarkability can relate to
have a good understanding of what it means to work in a Mode 2 learning environment and how this can be embedded in our daily practice.
a person doing something so astounding that other people feel the need to make a remark about it. Further embedded within this context is whether we are constantly aware of both our own remarkability but also that of our peers. In stay-
Kraak
calls
knowledge’.
this
mode
of
learning
‘problem-solving
He also refers to this mode of learning as
‘transdisciplinary, transinstitutional and heterogeneous’.
ing true to Da Vinci’s purpose and as Managerial Leaders,
Do you have a clear understanding of Mode 2 and what it
are we also constantly aware of cultivating the remarkability
means in terms of your daily practice in the classroom/
in our students, colleagues and peers.
workshop environment?
Professor Dina Burger who consults with Da Vinci within the
We would like to encourage you to read about Mode 2
Academic Development role addressed the Da Vinci team
and its implementation. The following three articles may be
with a very clear key message. The year of 2015 will be
a good start
themed as “the year of business unusual”.
Linking to Prof
Etzkowitz, H., & Leydesdorff, L. 2000. The dynamics of inno-
Anderson’s comments is that the notion of remarkability also
vation: from National Systems and “Mode 2” to a Triple Helix
lies within the edges of unusual. Prof Burger put forward that
of university–industry–government relations. Research poli-
we need to stay unique and stay authentic. The team was
cy, 29(2), 109-123.
encouraged to re-commit to the Da Vinci seven principles whilst improving professionalism, tightening up our product offering, focussing on qualification and client whilst maintaining continuous communication with each other. The focus should also be on forging eternal and enduring relationships.
As an academic institution in the context of Mode 2, the following pillars need to be kept in mind at all times to ensure effectiveness and efficiency in the way we approach overall client service including the exceptional manner in which we approach our students. People, performance, product, action, quality and growth Within the year of business unusual, lies great opportunity.
Gibbons, M. 2000. Universities and the new production of knowledge:
some
policy
implications
for
govern-
ment. Changing Modes: new knowledge production and its implications for higher education in South Africa. Pretoria: HSRC. Kraak, A. (Ed.). 2000. Changing modes: New knowledge production and its implications for higher education in South Africa. HSRC Press.
F ACILITATORS N EWSLETTER
P AGE 2 STIMULATING CRITICAL THINKING
FACILITATOR SPOTLIGHT
As a Mode 2 institute of learning, the Da Vinci Institute’s approach is that of facilitation instead of lecturing. Small classes
Meet Juliette Fourie
provide the opportunity for facilitators to involve all students in the discussions and ‘co-creating reality’. This seems to still require some work. Based on the feedback received from students in 2014 and up to February 2015, one of the elements that seem to require most attention is that of stimulating critical thinking. This is a key requirement in a Mode 2 context and also an essential element of the Institute’s brand promise. So how can we improve this element of our workshop experience?
My name is Juliette Fourie and I love celebrating life and all
Walker suggests a number of approaches to stimulate critical
the special moments that go with it. I am currently studying
thinking. The first technique that she proposes, is questioning.
towards the MSc Degree at Da Vinci and really am enjoying
She suggests that higher-level thinking questions should start or
the journey of transformation in my academic interests and
end with words or phrases such as ‘explain’, ‘compare’, ‘why’,
the thinking process around it. I am the owner of a Private
‘which is a solution to the problem’, ‘what is the best and
Training Provider and deliver education to eager students on
why’, and ‘do you agree or disagree with this statement?’
a daily basis – the passion for the development of people is
Another technique suggested by Walker, is post-evaluation
high on my priority list.
questions – for example using newspaper clippings, which are discussed in the classroom and students are required to look at the content of the clipping from various perspectives. Whiteley on the other hand proposes using the Socrates method and Blooms Taxonomy of the Cognitive Domain, to stimulate critical thinking. While these two articles may give you a taste of possible techniques, we would like to encourage you to read about these techniques and to choose the ones that feel most comfortable to you personally, to enhance critical thinking in Da Vinci workshops.
I facilitate the following the modules: Supply Chain Value The art of selling The art of presentations Sales Finance Da Vinci reminded me again that thinking should be free and should be challenged at the same time. Hard work never gets punished, become more interested than interesting and enjoy the reward and satisfaction that comes with transformation.
Walker SE. Active Learning Strategies to Promote Critical Thinking. Journal of Athletic Training 2003;38(3):263-267. Full article available from http://www.ncbi.nlm.nih.gov/pmc /articles/ PMC233182/ Whiteley, T. R. (2014). Using The Socratic Method and
The community I am focusing on is one where people need to be developed in every aspect of life. Wherever people are empowered to be better at whatever they do. My advice to students:
Bloom’ s Taxonomy of the Cognitive Domain to Enhance Online Discussion, Critical Thinking, and Student Learn-
Strive for the power of “AND” and not either/or:
ing. Developments in Business Simulation and Experiential
Learning, 33. Full article available from https://absel-ojsttu.tdl.org/absel/index.php/absel/article/view/499/468
• High expectations and still be fun and adventurous • Be in control and have empathy • Inspire and pleasing others • Passion and energy