Teachers as learning experience designers and coaches
The first part is determining the overall goal, the steps (motions) on the way, and the expected timing. Obviously, there is much leeway here, a lesson can mean this is one session, a longer-term assignment could be weeks. Hi-flier allows to right-size to the specific course
The second part is determining the materials for the Mission, and then drag & dropping them into the specific motion where they are required.
Each motion then has the motion header, instructions and people in the right roles. Once done for all motions, the Mission (assignment/lesson) is fully defined and can be started. Then step back.
The students take charge
They love to ‘break the hierarchy’, with Hi-flier Missions they can. Per motion, how to use individual strengths in the group, how each one and the content should come together. Adding their own content, working together with others.
Drive for completion. Fulfill your Missions, enjoy marking off steps on the way, get the help you need, learn easier and faster, together!
Show off your learning journey and new confidence any time. Each completed Mission is yours to keep as a record, especially also of how you could be resourceful, show leadership skills and grow
Why we are so passionate about this – and think that you should be too. Learning as a process reflects the insights of humanistic education
We’ve seen kids and students struggle too long with our top-down school system, where they are mostly passive recipients of knowledge, and teachers or professors are mostly reduced to providing learning logistics. The pandemic and online learning have shown how traditional Learning Management falls far short, as it does not go to the heart of the actual learning.
The below table shows a comparison for Learning as a process, including some of the humanistic psychology foundations.
|Learning Management||Learning as a Process|
|Philosophy||Authoritarian, closed||Collaborative, trust-based, open|
|View of students||Have little intrinsic motivation to learn and therefore must be controlled and given external rewards to reach their goals||Have the potential for self-motivation, enjoy taking ownership of their work, seek responsibility, and are capable of solving problems creatively|
|Psychology||Repetition leads to assimilation|
Possibility development: help students imagine possibilities for a better place for themselves and others, targeting various aspects of agency, including attitudes toward learning, engagement, and having an ‘authentic voice,’ in which students feel they are making choices with real impact on their desired future
Synergistic: holistically structured and functioning for mutual benefit of the individual and the larger group
Lost academic year 2020/21 with pandemic, confidence down
Setting for lowest common denominator
60% less likely to repeat, greater academic initiative, improved test scores
Fewer absences & misbehavior, lower measures of depression
Preparing for life: “Getting straight A’s requires conformity. Having an influential career demands originality.” -Adam Grand
Signifigantly quoted from Scott B. Kaufman, Transcend, 2020
It’s not a new topic–but to be able to provide software support for learning as a process is–which now allows us to bring these benefits to millions of learners.
For students to be successful, they need to learn how to learn and, to do that, they need to visualize the learning process.
Missions enable teams to complete projects together; everyone knows what to do by when at any point in time.
When you cut down the administrative overhead, you can spend more time doing the work, which is what we love!