LEARNING ARCHES FOR ________________OFF/ONLINE LEARNING

Design online learning experiences which unfold and build ownership, craft, talent and genius whilst sustaining the flow, transparency, challenge and impact.

At this moment, hundreds of thousands of teachers, trainers and consultants all over the world are adapting, hacking, developing and designing learning to be delivered on-line. They are doing an amazing job in the pursuit of creating education and training continuity for students of all ages and all disciplines.?

For many, it is the first time they are working with online technology and exploring how to deliver learning online. It occurred to me last week as the Europe and its schools began to close down that the Learning Arch Methodology could be used to support teachers in the transition of taking offline learning to online. Likewise, it could also support trainers and consultants to do the same with their short-term training and maybe increase the dynamic, engaging and collaborative nature of their online learning experiences.

The Learning Arches (LA) can be used to 'sketch' quick first drafts for how learning, knowledge and training can be formatted, framed, (un)packaged and delivered online over any period of time determined by the course, programme, client or the time period to be bridged before normality is restored post Covid-19.

To support this online transition in a creative and analogue way first, just sketch! By drawing the learning journeys first, we start thinking laterally about learning and discover how our content and learning can be packaged in creative, inclusive & interactive ways.

So, here's a method that can ease you into the creative online learning design process, building on your already existing expertise in teaching & training, in your content, subject, discipline, and delivery. Stay analogue a little longer and try the Learning Arches to support the transition to online learning. Once you have sketched some Learning Arches, there are some suggestions below for how to apply them online and avoid the Learning Management System (LMS) minefield all together. To keep it visual, interactive and simple, I will bring you through the steps and options to design your online learning journey and experience using free and easy to use cross-platform (pc, mac, tablets and phones) software that will allow you to:

• Set, hold and land the online learning space and check in at the right time to make time for more effective, empathic and clear communication, dialogue, contribution and most importantly connection.
• Hold the virtual learning space and practice being 'over-prepared and under-structured', allowing for more flexibility to adapt to the changing circumstances, needs and learning curve for all involved.
• Be transparent in your abilities and efforts. And transparent in your learning design, intention, course materials. Create space for testing, failing, assignments, and activities.
• Keep it as simple, and accessible, as you can! *If you have internal LMS developers, then try using your learning arch sketch to help them see & understand what you need and build it for you.

Below: 1st sketch for Part 2 of the Art & Craft of Designing & Facilitating Learning Spaces

In this article, I have just scratched the surface of how Learning Arches can be applied to online learning in the hope that it might support teachers & trainers to be 'creative learning designers' in taking the leap or advancing their current online, offline & hybrid offerings.

• PART 0: WHAT ARE LEARNING ARCHES? // PART 1: LEARNING ARCH DESIGN. A Brief introduction to LA.
• PART 2: LEARNING ARCH DESIGN & DELIVERY. How to SET the culture // How to HOLD the learning space // How to LAND and evaluate // & The top 3 advice for each and free online tools for online learning.
• PART 3: DESIGNING (ONLINE) LEARNING ARCHES IN 6 EASY STEPS. The six steps from sketch to launch.
• PART 4: 10 WAYS TO UTILISE LEARNING ARCHES TO SUSTAIN ENGAGEMENT IN ONLINE LEARNING.
• PART 5: TOOLBOX
• PART 6: GLOSSARY

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PART 0: LEARNING ARCHES?

Learning arches allow educators to visualise,?'bring to life'?and consolidate learning content and learning design. Through revealing new perspectives for how the content is and can be connected, unfolded, taught, delivered, paused, learned, embodied and made more relevant for the students, learning designers see learning form the student perspective.?As teachers and trainers, LA can support more creative confidence in our craft by providing a minimal visual structure both online & offline. LA support more transparency, flexibility, dialogue, collaboration, clear communication and facilitation of online learning spaces and learning processes with purpose & intent. This in turn leads to more student ownership, autonomy, engagement and motivation.

When I am developing and designing new learning programmes, trainings, courses etc. for the Kaospilot , I use the 4D method.?

1)????Define?the content (SKAV - skills, knowledge, attitudes & values)?

2)????Design?the journey you would like the students to go through using learning arches

3)????Deliver?the learning?in a transparent and flexible way

4)????Discover?the feedback concurrently and act, adapt or ignore and clarify!

In this article, I will focus on introducing and sharing the LA method and its application to online learning. I will share the fundamentals and best advice for how to?design?and?deliver?online learning in a visual, holistic, human centred and engaging way which 'packages the pursuit of SKAV, skills, knowledge, attitudes & values.(1) and utilises easy and free software.

Segue, or check this stuff out for further reference:

• watch a short piece of a video where I introduce learning arches, click here .
• watch part 1 of my recent webinar for the Danish Foundation for Entrepreneurship, Introducing the Kaospilot and our ELP (Enterprising Leadership in Practice) and the learning arch design methodology.
• learn more about Learning arches, download the free Learning Arch Design E-book here .

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PART 1: LEARNING ARCH DESIGN

When we design Learning Arches (aka. Learning Journeys) for online, offline and hybrid delivery we consider 3 major things:

1) How do we set the?Big Learning Arch and the courses purpose, ambition and culture or the call to adventure! How do we achieve engagement and full participation, and incorporate fun, pace and challenge in the learning experience.

2) How do we apply our core learning style of?ACT – LEARN – ADAPT – REPEAT(2), where there is always a second chance to practice and apply the learning and understanding perhaps inspired by gamification(3).

3) How do we unfold the learning experience using the?7Cs(4)?and always create context before content! Consider how to design learning that can deliver these: 1. Connection, 2. Conditions, 3. Context, 4. Content, 5. Craft, 6. Character, 7. Confidence. What do they mean in relation to your subject and the current and future (talent) needs of industry, business, society etc. *You can support them through gamification.

But first, let's introduce the Learning Arch basics & it's structure. The Learning Arches are primarily a method to design transparent, collaborative and experiential learning journeys or processes that maximise engagement, capacity, ambition, ownership, confidence, relevance and most importantly, dialogue between the learners and hosts, facilitators, instructors or teachers as stakeholders of the learning.?

Each arch represents a period of time. It could be a session, day, week, module, semester etc. Each has a learning purposes, learning objectives, tasks, assessment, measurement, practical, theoretical and reflective elements. And each is part of, connected to, or nested within another arch.

All arches are?Set,?by sharing and revealing the learning journey, context, expectations, ambition, purpose, (learning) styles(5), methods, tasks, execution, deliverables* & practice. All arches are?Landed?by reflection (on a personal, professional and analytical level), assessment, evaluation and feeding-forward knowledge and development gaps. The arches or learning spaces are then?Held, by the teacher/trainer whilst the learning on all these levels is taking place and 'acting and interacting' with the students from a micro, meso and macro perspective. All arches must be set, held and landed. *Every student deserves to know?why they are there?,?what they will do??and?how they will do it??(Inc. how they will work together?)?

The image below shows the basic structure for how to use Learning Arches to visualise online learning experiences and journeys.

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PART 2: LEARNING ARCH DESIGN & DELIVERY. *a lot of the techniques below can also be applied to webinar delivery. Try LA to design webinars too!

SET: the culture and offer the best start. Set the stage for the online, offline or hybrid programme & its learning approach/style, methods, platforms, expectations, ambition, requirements, deliverables, and participation etc.

When we set arches at the beginning of a programme, course, curriculum or education, we need to be aware of how many arches we are setting (starting) and the duration of them. In the Learning Arch example above, we are setting arches for the 1st day, 1st Week, 1st Module, 1st Semester etc. Therefore, we need to allot sufficient time and energy to set them all.

I always set with?IDOHART: Intention?(purpose),?Desired Outcomes, (learning objectives)?How?we will work together and how the learning will be delivered,?Agenda,?what and when will we work and meet as individual, groups and teams. (walk through the learning arches here), Roles and Rules to work together online (rules for participation and engagement) and clarify expectations for offline, response time, etc. And finally, the Time the programme, course or webinar takes to complete, inc. key dates and events etc.

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TOP 3 ADVICE FOR SETTING ONLINE LEARNING

1)????Before setting, always LAND the previous arch or time period as part of setting a new course or arch. Try and connect on a personal and professional level by using powerful and icebreaker questions as part of a questionnaire, already before the course starts. Be sure to reference their answers and input, context & experience when you set the (1st) sessions, and maybe in a short video to set the learning. *Do not video it in front of white wall! Try to be creative. Make it outside or in locations relevant to the course context.

2)????Share the big & small agenda and 'meet the students where they are at'! - What do they already know, think and do? Adjust your LA in response to their level, higher, lower, more or less ambitious. *ALWAYS try to create time at the beginning for the participants to CHECK-IN (into the online workspace). You decide what the check-in asks into: questions from last time?, what's alive in them?, expectations? needs? Maybe, use Google Forms to ask the check-in questions while they are arriving to the webinar. (The same applies when landing, CHECK-OUT)

3)????Always co-create clarity & align expectations. What will we do?, how will we do it? and why we will do it? (IDOHART). Reveal the full journey, component descriptions, lesson plans etc. using your Learning Arches as a graphic sketch, photo, slides, google sheets etc. In addition, use the LA to show '*we are here!', and connect with 'what we've done' and & why'.

*To keep students engaged and referencing the LA throughout, you could add a little something every day to keep it alive on a personal and professional level. Consider how you might gamify it. Set the arch with a small story or video to set the context, content and perhaps challenge.

*Try sharing the Learning arches in advance of the first online session. You can use your hand drawn sketch or graphic as is, add?interaction to it in Acrobat Reader ?or import them as (hand drawn /?computer drawn *)?into Google Slides and bring it alive! *image of the Google Sheet template

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Free online tools for setting:

·??????Google sheets – add your learning arch sketch to google sheets and use the grid to show SKAV for each arch. Include links for prep such as video, reading, research, articles, students profiles, typeform for quizzes etc. Here are links to some Google Sheets I created to help. Please use & adapt them to your own Learning Arches. Choose based on the level of detail you wish to show, days or weeks:

Hand-Drawn & scanned : This is the simplest way to get your arches online and interactive!

Or build LA's in Sheets using these links: Weeks - layout 1 / Weeks - alt layout 2 / Days - Layout 1 . Once it opens in your browser, you can copy by clicking: file > make a copy > my drive.

·??????Google Slides – can be used for setting the presentation (of your learning arches) and making them interactive, even editing and collaborating with other users in real-time. Setting the groups in an 'open space' and transparent way. Slides can be used in combination with zoom and its function for breakouts sessions and screen recording etc. *use with zoom break out rooms. Give each group a slide in the presentation to add to/ write , draw, discuss.

?·??????Use Google Forms for pre-course or setting questionnaires. You can add standard or drag-and-drop question and customise the forms and visualise the results.

SETTING TOOLS

·??????Typeform: Meet the students where they are at. Free for up to 10 questions using different formats.?Use it to pre-test, seek diversity in the group, and establish, who, what and why they are joining and answer questions like, "This course/webinar will be a success if?"Or try Glide apps, to turn Google Sheets into an app, or use the existing templates for free.

·??????'MIND THE GAP' method to create a personal SKAV profile towards a future 'dream' job and make the case for what they are about to learn, is relevant, valuable and practical.?View it here.

·??????Use CHECK-INs (as the participants arrive into the online workspace/webinar). You decide what the check-in asks into: questions from last time?, whats alive in them?, expectations? needs?

·??????TAKE A STAND: to highlight the starting (current) understanding scale', 1 - 10. Each student moves their name, icon or avatar to where their current understanding is. This creates a visual of the full group, mirroring it to the students. You can form groups here too.

·??????Personal phones for audio & video invitations, (pre courses) students self presentations of personal interests, hobbies - answering 3 questions etc. Check out the following apps for pre & live recording video: instagram, Instagram Live , Facebook Live, Youtube Live. Support this and scheduling overview in an attractive and visual way using Airtable .

* Assessment: Use these to capture Diagnostic Assessment. (7)

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HOLD: and develop the course real-time. How to hold and lead the learning space, experience and the learning journey in and out of sessions, webinars, online and offline. How to test, control and adapt to the the level of learning, the team and engagement, connection, understanding & when / how to intervene.

Holding Learning arches, is the hosting, facilitating and leading of the learning experience and the learning space both inside the arches and between them from micro to macro. It's the holding of the spaces between the meso (x-level) and micro arches that are nested and grouped in the bigger (macro) course arch and purpose. It’s the space where we practice the art of being ‘over prepared and under-structured’. Where we pause, observe, question, measure, react and adapt in service of the learning, the learners, the task and the purpose.

The easiest way to create space for this is by using Mid Arch Intervals (MAI). Mid arch intervals are marked moments at the peak of large arches that support a ‘check in’ to the learning & comprehension of the content. *We incorporate a MAI in the landing of a lower arch.

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TOP 3 ADVICE FOR HOLDING ONLINE LEARNING

1)????Time-Out: Most importantly, take time to ask into the programme to date and how the story/journey is unfolding individually and as a team? Reconnect with the purpose, agenda, call to adventure and boost energy, focus and engagement. Re-establish clarity, frames, expectations and deliverables.

2) Use MAI to share and be transparent about how you (the teacher) think it is going. Are we on track? What needs to happen? What do you/we see & need? Share your thoughts, decisions, vulnerability and actions openly through dialogue & collaboration and ask for help and solutions from the participants. Remember, we are learning as we go along and know 'more' now than we did when we started, so we adapt. Engage the entire group and give space to all voices. *MAI are also used to track, measure, support and guide students (individually, personally & professionally) or groups (if in projects) during longer (online) learning journeys. They are a great time to offer sparring, guidance or coaching. Using a simple framework, invite the students to host/facilitate their own guidance.

3) To support holding, we use the LA as a framework or learning scaffolding to create transparency, dialogue and collaboration to seek, identify and implement, where possible, real-time feedback. Adapt based on serving the students needs and interests.

*To keep students engaged and referencing the LA throughout, you could consider gamification and adding interventions, challenges, and disturbances at certain dates or as surprises! Prepare and apply them in advance from a selection of disturbances. We use 5 types: Creative, Knowledge, Activate literature, Hotspots, & Revisit Learning. Read more in Part 3, step 5.

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Free online tools for holding:

·??????Zoom for individual or group guidance – encourage students to set the agenda and facilitate the session with breakout groups and with the teacher. Either way, ask 2-3 questions to all groups and listen for commonalities & feed back between all groups and share on a team/class level. How can you capture feedback, advice, challenges and what they want more or less of?

·??????Google Sheets – add to your Learning Arch (sketch) in GSheets and use it to share and record key questions, feedback, gaps and changes that you have made or will make.

·??????Google Forms to embed questionnaires and reveal answers real time.

·??????Google Slides – can be used for sharing presentations (of your arches) and making them interactive, even editing and collaborating with other users in real-time They can be used in conjunction with zoom and its function for breakouts sessions etc. (or google hangouts or MS teams if you have them) *GSlides to host and record assumption, learning, evaluation, tests etc. real-time.

HOLDING TOOLS

·??????Why wait until the end to apply and adapt now! This not only applies to the Learning process but to the content key methods being experienced. For LA, use the Feed Forward LA assessment tool here . For key subject methodology (such as designing thinking or project management processes) evaluation, use the '+ & - matrix' for mid way evaluation of project work, methods, processes and for group and team assessment in practice towards 'just-in-time' emerging advice. Check it out here .

·??????MIND THE GAP method to create a personal SKAV profile & gap analysis through individual reflection, real world needs and peer to peer assessment. Use macro mid-arch-intervals to update peer perspective on current and emerging strengths. View it here.

·??????Personal phones for self study, audio / video note and diary recording of self & peer2peer reflection. Check out Instagram, Zoom, FaceTime, and what ever team platform you choose: Slack, Whats App etc.

·??????If hosting a 'holding or mid arch interval, try using Mentimeter for live and easy visualisations of where people are at and what they know and do not know!

·??????TAKE A STAND: to highlight the mid way 'understanding scale', 1 - 10. Each student moves their name, icon or avatar to where their current understanding is. This creates a visual of the full group, mirroring it to the students. *The teacher/trainer can compare the 1st slide with the mid arch slide, and see who is moving and who is not, and offer peer2peer or teacher support or guidance accordingly.

* Assessment: Use these to capture Formative & Authentic Assessment.(7)

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LAND: every arch and evaluate the day, week, semester etc., on a me, we, programme, content, learning journey, '(more)?+ > or < -?(less)?of' and the next steps to act!?

It’s the time when, if you have designed and facilitated correctly, the students are asking for more and less of content, experience, reflection, application etc. They are excited to land because they know it’s a time to regroup, re-energise, refocus, relax, reflect, look back and feed forward. A time to assess and evaluate not just on a skills and knowledge level as is the norm in academia, but equally on an attitudinal and mindset level. Therefore, we need to allot sufficient time to land well. The bigger the arch, the bigger the landing. How many arches are landing for how many tasks and subjects and other deliverables??If running multiple online subjects, align wit the other programme leaders and land Cooperatively.

Maybe try a personal and peer to peer diary, written or audio, continue to build on the 'mind the gap' process or any way to record and capture personal development and emotional intelligence.?

Always, land the arch in order to complete the phase of learning before starting the next arch. We land, and let everyone catch their breath. It’s a time when we come back (online) as a team or class of students and learners to make explicit the success and failures when applying a particular skillset, method or theory.

Generally speaking, landing is a reflective action and it works on 2 levels:

1) Allowing the students to self and peer assess their performance, the process, the methods and the delivery of content etc.

2) Refers to the theory and encourages the students to analyse what they know and what they need to know more of. To see if what was expected to be learned by that point, has been? The key is to not move on until we have all the students at a desired level of understanding and clarity.

There are 2 types of landing:

The loop is shown under the line, but time needs to be allocated in the real timeline. The same applies for all setting and landing. However, and especially with online learning, this can happen in the online space or shortly after class in small groups discussing well framed reflective questions from the teacher/trainer. These can lead to a bottom line powerful reflection, action and feedback. They then?must?be shared when you set your next arch/session, or the value of the landing is respected in the future.

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TOP 3 ADVICE FOR LANDING ONLINE LEARNING

1)????Provide enough time and purpose to land well, especially if it has been a long arch, module or semester. Be creative and design great transitions between arches, landing, reconnecting and boosting/setting the next arch! With time, and after practice, invite students to set, hold and land the Learning Arches.

2)????The students have just shared a period of time, an arch, learning, an online/offline task, video, book, practical experience, method or process, and it needs to be landed. So land it well with an assessment that measures the growths in and understanding of SKAV on an individual, group and team level. ALWAYS?ask yourself when designing what can they take forward to reapply, revisit, challenge, explore, deepen especially if the complexity and challenge increase during the course in pursuit of the 7Cs. * Land the block or week-arches with a personal message, mirroring and a small recaps, and teaser with what next. 3 minutes!

3)????Create a strong belief and trust with the students about the landing. If landing is seen as a major advantage to support deeper and more collaborative learning and evaluation processes by the students, then they are willing to 'stay in it' and go further and longer without 'too much' intervention knowing that they will be landed well. *Remember to support with progressively challenging experiences, frames, guidance, coaching and designed disturbances, supported incrementally by looped landings.

* Assessment: Use these to capture Summative & Authentic Assessment.(7)

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Free online tools for landing:

·??????Zoom for individual, group & class evaluation, assessment , exam etc. (up to 40 free with registration) Always bottom-line core learning and share back. Also used for peer to peer feedback & assessment.

·??????Google sheets – add your learning arch sketch on google sheet and use the grid to share key questions, feedback, gaps etc. *keep it simple. Incorporate this simple feedback tool based on what you want feedback on. Fx: engagement, academic level, understanding etc. Follow up on the LA feedback session by adding links for deeper understanding, analytical and personal reflection such as video, reading, research and proactively fill the gaps in content for example. Try this 'Feed-forward': learning arch (visual) assessment?tool here .

This is a great tool to evaluate at the end of the course or semester. You can invite the students to add high-lights and low-lights, hot-spots and personal challenge or breakthrough. The students can do this remotely and make a nice 'live ceremony' around it. GSheets has its own icons *You can use these icons to make your LA's more kiddie friendly, appealing and charming. (8)

?·??????Use Google Forms to embed questionnaires. The data collected can be saved directly to a spreadsheet and findings can be shared real-time. You can add standard or drag-and-drop question and customise the forms.

·??????Google slides – can be used for landing your learning arches. Consider how to make the landing & evaluation interactive. They can be used in conjunction with zoom and its function for breakouts sessions etc. to allow the students to offer feedback to the course, content, delivery, level etc.

LANDING TOOLS

For LA, use the Feed Forward LA assessment tool here .

·??????The + & - matrix for looped landing of project work, methods & processes in practice, to set the context for deeper learning, theory and practice. Check it out here.

·??????MIND THE GAP method to create a personal SKAV profile & gap analysis.?Get it here.

·??????Personal phones for self study, audio note & diary recording, self presentations and reflection audio/video, facetime, and what ever team platform you choose: Slack, Whats App etc.

·??????Typeform: For evaluation on the programme and learning journey. Use this to capture summative assessment. *Be sure to support with time at the end of the webinar (or shortly after with framed reflection Qs), to reflect on the session.

·??????TAKE A STAND: to highlight the Final 'understanding scale', 1 - 10. Each student moves their name, icon or avatar to where their understanding is at the end of an arch to determine if the group is ready to proceed and attest to the level of learning & growth. This creates a visual of the full group, mirroring it to the students.

·??????ALWAYS create time for a CHECK-OUT (from the online workspace). You decide what the check-out asks into: biggest take-away?, how you will apply?, learning level & style?, a subject to dig deeper into?, what you would love to see more of next time? Maybe, use Google Forms to ask the check-out questions. They can also be sent after through typeform or through comments in GSheets. *Also, try to leave time for people to hang out after for 5-10 minutes if they have more questions.

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PART 3: DESIGNING (ONLINE) LEARNING ARCHES IN 6 EASY STEPS:?

*Use these arches as reference for the next part, inspired by a recent first semester design at the Kaospilot.

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STEP 1. Sketch the day, week, module and semester arches of the session, webinar, course or programme.?

a)?Download the learning arch graph?here and print on A3 minimum.

b)?Draw the arches?for your course or study period. Start with weeks. Go micro and visualise days & or sessions or/and macro towards blocks, months, modules, semesters, years etc. *We start with time, as this is something we cannot always control and the primary frames we have to work and be creative within. *Always label every arch.

• HEY STOP one second! WHO ARE YOU DESIGNING THIS COURSE FOR? YOUR CURRENT STUDENTS OR THEIR FUTURE CAPACITY. AS LEARNING DESIGNERS, WE MUST DESIGN FOR A FUTURE CAPACITY IN OUR STUDENTS THAT MIGHT NOT EXIST RIGHT NOW IN THEM. BUT IT WILL, WHEN WE LEAD & LAND THE CORRECT LEARNING JOURNEY DESIGN, WITH OPEN FACILITATION OF THE RIGHT (HYBRID) LEARNING SPACES. THEY WILL GROW TO MEET EXPECTATIONS AND AMBITION.?

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STEP 2.?What's above the line?

a)?Fill each arch?with the top skills and knowledge (theory & methods) in each arch, day & week. Focus here on the known (content) skills, knowledge, methods, models, and theory.?* You can start at the landing of the big arch – (at the end) with the learning objectives for the entire semester, course/block and back cast the content, arch by arch, week by week, labelling all the arches and what their top skills & knowledge are.?

b)?Set each arch?with the content to be delivered, explored, learned, experienced, taught & tested. Keep it simple, just the primary learning or desired outcomes. What will you ask the students to do, how will you measure success?

c)?Land each arch?and assess the learning outcomes online, on an individual, group & or team level. Perhaps through questionnaires, zoom interviews, group discussion using powerful questions and frameworks such as the + & - Matrix.?*Now determine if you will use a standard or looped landing, and if the latter, what learning can you build on and feed forward immediately or return to it further down the line with an when the student's understanding of the content & context is higher?

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STEP 3. Step back and ask these Qs??

WHAT DO YOU SEE????????

ARE YOU SETTING & LANDING ALL THE ARCHES (learning and activities)?? // HOW ARE YOU DOING IT & HOW COULD YOU SET & LAND BETTER??// ARE YOU LOOP LANDING, WHY NOT? & WHAT CAN YOU CARRY FORWARD AND BUILD ON??// WHAT CAN/SHOULD YOU CHANGE??// WHAT TYPE OF LEARNING STYLES ARE YOU USING & IS IT THE RIGHT ONE? // HOW IS YOUR ROLE & INVOLVEMENT CHANGING OVER TIME & HOW ARE YOU ADAPTING? (from teacher to host /facilitator /leader /coach /collaborator)? // HOW DOES AMBITION, CHALLENGE, TRUST AND COMPLEXITY INCREASE? & IF NOT; WHAT'S THE IMPACT ON ENGAGEMENT? *If challenge & complexity increase over time, for example (maybe through tasks, responsibility & consequence) and the teaching, hosting reduces, this creates an opportunity for online guidance and?coaching on individual and group levels. >< see the blue & red diagonal lines for ON/OFF STAGE V CHALLENGE, COMPLEXITY & AMBITION in the image above.

IS THERE ANY PATTERNS YOU SEE OR WAYS TO GROUP, COMBINE OR CONNECT PERIODS OF DAYS OR WEEKS? If so, you need to draw what we call X-Levels. XLA (shown as green in the figures above and below) are those that group multiple lower level arches. They connect and bridge smaller sessions, days, weeks and module arches to create groups and sub groups, themes & new connections between days, weeks, modules and SKAV. They support the creative formatting of content, ambition and time.?XLA are ideal if you are working with courses that may only have one to two sessions a week. You can group these as multiple sessions to span weeks, fx: practice, knowledge, project (or research) and presentation. You can draw XLA between each weekly session to visualise and activate the time in between as part of your learning journey. This can create time for research, preparation, reading and personal interest and projects. *But remember, you will need to set and land them as part of your already short sessions, but its worth it.

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STEP 4. What's below the line??(below the horizontal black timeline)

THE HIDDEN CURRICULUM (6), lives under the horizontal line. Write the primary course/arches values, mindset, attitudes, competencies or behaviours?that you would like the student to explore and grow during that arch.*Add them to the appropriate arch where they can be best taught, understood, experienced, practiced and embodied. Consider just working with 6 of these throughout your programme, and really design and deliver (authentic & challenging) opportunities where they are understood & experienced.

The metaphor is to imagine the black horizontal line as the platform or base that the 'known' learning sits on. Under this, lies the foundation (the soil) for the platform and where we add the 'unknown', mindset, attitudes, competencies, soft skills etc. Every arch is drawn, set and landed from below this line to visualise and inspire us to bring ALIVE and integrate this soft & emotional content on par (equally important or weighted) with the skills and knowledge in our Learning Journeys. How will you measure success, evaluate and test the growth of these (mindsets & attitudes) in students on an individual, group and team level?

TOP 3 ADVICE & TOOLS FOR BRINGING & TESTING THE HIDDEN CURRICULUM ONLINE.?

1)????Design and set tasks and challenges that occur offline (in context) that will allow the participants to practice their SKAV. If all the participants/students have applied the same methodology in practice or have had a shared experience, there is huge potential for reflection. We can frame the reflection based on their (professional) subject and action competences, or their personal intra- & interpersonal learnings, individually and in groups. *If groups, you could also create a small process that allows the students to practice their mindset and soft-skills online, such as listening, empathy, communication, etc.

2)????Break up the landing process into evaluating both the process/tool/method and the outcome/result. Divide the method or process into stages (fx:DT: Empathise, Define, Ideate, Prototype, Test) and invite each group to evaluate in depth one of the stages each using the (> MATRIX <). They then upload it on one shared GSheet and can reference it every time they work in projects and in groups. *Most importantly, the outcome is impressive, concise and written in their own vocabulary. From here, they can highlight key soft skills.

3)????Create your own competency map like this one , which highlights the relationship between process & outcome, practice, theory/methods & reflection. It makes it clear to the students what they will be assessed on, the weighting of marks and allows them to choose which areas to focus on or not, and how that impacts their academic results! *Great for online peer2peer assessment.

* Assessment: Use these to capture Authentic Assessment ()

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STEP 5. 5 Types of Disturbances & Interventions (*gamification?)

Now that the arches are alive, and connections and ideas are forming, how can you support with further knowledge, creativity, literature and challenge during the delivery. We do this by applying 5 types of disturbances at certain points by design or delivered just in time!

• Creative: Increase creativity, sustain divergent thinking, innovation, inspiration, expectations, critical thinking & deliverables. Creates energy if its low!
• Knowledge: Small doses of knowledge, methods or theory delivered at a time where it is most relevant and useful. Works very well in webinars!
• Activate (the literature): How we activate the reading material (bring it alive) that accompanies a course or programme. Create opportunities & tasks to apply and discuss using forums & break-out sessions!
• Hotspots: A hotspot (HS) is an intervention designed to personally challenge and grow the students and the team/class, to deal with diversity, assumptions, conflict, complexity etc. HS's are not shown in the Learning Arches. Can be supported by break-out group sessions for problem solving, motivation, team-work, moral & conflict resolution!
• Revisit Learning (SKAV): If the SKAV & content, theory and methods are powerful and relevant, then we should revisit them again, but within more challenging contexts that require a higher level of understanding and application. Supports different learning styles, risk & (self) assessment & growth!

* Have one of each ready and play it when you think the time is right. Creative disturbances work very well online, if there is not much energy in the groups!

When we are designing and delivering, we should continuously meet (hold & land) and mirror the students where they are at, and adapt accordingly. Create your own 'Experience Controls' that you can design to 'gamify' your learning, and test & adjust the 'volume' through delivery. Some example are: Structure v Chaos, Frustration v Breakthrough, Action v Theory v Reflection to bring the hidden curriculum(5)?alive. How could you track, measure, support and guide students through the learning experience.

*Read more about Experience Controls and the full design steps design tips here .

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STEP 6. Take your LA sketch digital!

So, what next with your awesome learning arches. Choose the option that best suits your and your students needs, abilities and access!

• Clean up your sketch (maybe draw it again), photograph it and email it (high-resolution) or send a link for download to your students or colleagues.
• As above, but import your sketch into: 1) Google Sheets as shown again here: Hand-Drawn : This is the simplest way to get your arches online and interactive! or 2) Acrobat reader and add interaction to the arches this way. See example below. Download it here and open it in Acrobat Reader, and click on 'advanced editing'.

• Draw your arches in PowerPoint, keynote, Art Board.?You can use this 'Learning Arch Basic' Google Slide (file > make a copy) as the template to make your own LA. You can embed video, audio, links, charts etc. to the slides and share, view and/or edit it with the colleagues or students on Google Slides. Then, you can export the arches as high quality .jpg/.png and import into Google Sheets as shown here or redraw it like this example .

*Either way, once in Gsheets, you can add more detail, content, links for reading, video, documentaries, questionnaires, drop-downs, forms, small video links & notes plus other features like check boxes, downloads lists, comments & question tracking. You can also connect with Google Calendar, What’s-App for discussion forums, peer & group guidance sessions and zoom dates etc. You can copy and paste your Gsheets into Airtable for a more attractive overview of content, videos & tasks. Also, try Mural to draft and co-create with colleagues (remotely) here .(*only free for 30 days, free education licenses available).

Just copy, hack, adapt, use & share.

• You can also try to use the free Kaospilot Learning Arch Design App (for tablets only) on?PLAY STORE ?/?APP STORE ?FOR TABLETS ONLY!

*NB: Always try to go analogue when designing and improving. Print your LA out as big as you can and invite others/stakeholders/students/industry to build on, adapt and improve*. You can also do this online and maybe play with Mural.co($)

__________________________________________________________________________PART 4: 10 WAYS TO UTILISE LEARNING ARCHES TO SUSTAIN ENGAGEMENT IN ONLINE LEARNING COURSES (& WEBINARS).

If these suggestions cannot be done real-time online, then pre-record a video* or/and send an invitation with these points in advance to the participants to SET the big arch! When designing larger (online) programmes, consider what happens in each of the 3 experience phases. The Pre-Programme/event > Programme/event > post Programme/event.* Try Loom . The pro version is free for educators & students, and works with Google & Slack and tracks who views! For graphic invitations try Canva .

01: Set the full programme(macro-level) through telling the story of the arches and how they will unfold. Include some of the highlights and share the 'high & low actions'(9), online & offline tasks, the flow, learning style, expectations and timing. *Send the (interactive) learning arches in advance of the course starting, together with any prep work or software download/training.?If possible, invite alumni to make a 2 min. clip about their experience of the programme/course and offer 1-2 pieces of advice ; )

02: Set the context, case and experience to make the content, theories and methods relevant and meaningful to the learners. Create the ‘call to adventure’ and the intended professional and personal learning growth. *Use storytelling and give examples, and invite students to do the same, with time to prepare if possible.

*Build on the invitation you sent before the programme started. Speak to them on an individual and team level when possible. Try to use names and maybe include something from their pre-course application or questionnaire, if not individually, then generally.

03: Invite the students(micro-level) to be part of the learning journey 'run' through online, arch by arch, supported by dialogue & live Q&A (in combination with zoom). This transparency-and-openness* starts to build trust, excitement and the type of learning culture you are trying to create and deliver. Take your time!?

*LA also help students prioritise when to join the sessions (if they are busy or need to prioritise). So, you can stress key TEAM or major(multiple arch) Landings. Demonstrate early on how you intend to listen to the students and make them feel seen & heard. Be consistent with this during delivery, and reply to their comments and use there name to personalise it, keep it short, upbeat-encouraging and positive, but also challenging!

04: Set the desired working conditions, learning style & platforms (on and off-line). Set this every time when you are setting sessions. Sustain engagement through different learning styles and by mixing up the format, pace & tempo of delivery.?Pay attention to the teams diversity. *Find the best Learning Style that suits the arch, subject, content, participants, time, available tech, access, ambition. Balance the time and need for theory & methods, practice and reflection.?

* Remember, you will learn more about the participants as you go along, so be prepared to adjust and make changes incrementally. (use landing to gather feedback)

05: Work on the three learning levels, individual, group and team. This ensures that the entire team share the same learning, methodology and/or experience. It creates many options to reflect and de-briefing on theory, methods and practice. It also create the context for student guidance groups* project group sessions during and outside of online classes. *Usually groups of 3-4 students that support each others learning and understanding. Very useful if some students miss sessions.

06: Support with new knowledge (online resources) through 'just-in-time learning' or 'knowledge disturbances'. Design the perfect online session/webinar (using arches) to create engagement and unpack knowledge. Do not front-load sessions with knowledge, data and input. Ask yourself, 'how little is enough', to share and get started, and then after any type of practice or discussion, provide the second dose when the understanding is little higher. *'knowledge disturbances' can be offered on request, in advance, or as a reward (gamified).

07: Design the perfect week/block with the students and when and how to activate literature or reading material, course work and practical (field) assignments*. Use Google Slides, Forum or classroom to set clear tasks and activities. *Remember to allow time to land the previous arch and set and land the current one. Allow extra time for looped landings.

08: Bring the learning outcomes alive through setting each arch from the micro to the macro and by high-lighting what SKAV will be practiced and learned. Make the case for why what they are about to learn is useful and relevant and how it related to the bigger purpose. Support this through offering (best) examples, inspiration, stories, videos etc. *Create space to discuss these and support the process of co-creating a shared vocabulary & understanding for what they are learning. Use Google Slides to start a 'parking lot' for terms, comments, content, tool & method suggestions, inspiration, reference and advice.

09: Balance the teacher’s role and input (interventions) versus the autonomy and challenge of the students (breakthrough). Zoom in, speak out, host, facilitate and lead the way through your Learning Arches, from the micro, meso or macro levels. *Explore and play with learning styles and how to ‘un-package the pursuit of knowledge’. Gamify it!

10: Clarify and align with the students around communication, roles, feedback, suggestions, modifications, reflection, improvements and how they will be applied?if?possible to the current and future versions of the course or programme. Be sure to support with time at the end of the webinar (or shortly after with framed reflection Qs), to reflect on the session and overall learning journey. Check out the landing tools above!

"Always, design and deliver education that is?authentic and?opportunistic in?nature, experimental and?real in?praxis.?All else is rudimentary.”

Above: Designing LA in the Art & craft of Designing and Facilitating Learning Spaces #2

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PART 5: TOOLBOX

1) All the LA Google Sheets:

HAND DRAWN & SCANNED LEARNING ARCHES: SESSIONS & UP + feed forward evaluation, or import as graphic from PowerPoint etc, see example here .

LEARNING ARCHES: WEEKS & up + feed forward evaluation

LEARNING ARCHES:?WEEKS ?& up - Alternative Layout

LEARNING ARCHES:?DAYS? & up?+ feed forward evaluation

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2) #4 Kaospilot Tools applied to Google

LEARNING ARCHES: FEED FORWARD : Learning Arch/journey (visual) evaluation?

PROCESS & METHOD: ASSESSMENT MATRIX: group & team assessment

CONTEXT RELEVANT CONTENT: MIND THE GAP: Personal and professional growth

TAKE A STAND: Mirrors the teams 'current understanding and forming groups

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3) LA methods: If you would like to explore and learn more about the LA methodology use the links below. All these methods are open source and capture nearly 30 years of Kaospilot adventures into transformational learning. (tough, primarily in the offline high-touch learning spaces ; )

LEARNING ARCH?GRAPH

LEARNING ARCH DESIGN?CANVAS

LEARNING ARCH DESIGN?MANUAL

LEARNING ARCH DESIGN?APP:?ON?PLAY STORE ?/?APP STORE ?FOR TABLETS ONLY!

LEARNING ARCHES ON MURAL *only free for 30 days or free education licenses available?

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PART 6: GLOSSARY

(1)

By ‘Package the pursuit of knowledge’, we mean experiential learning applied within a safe and experimental education, which supports risk-taking, failure and innovation. Run in partnership with multiple instructors and diverse students as co-learners and facilitators, offering their experience and knowledge together with current industry input and trends.

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(2)?

Act: PRACTICE FIRST in order to see what the students know already and meet them where they are at! After the 1st practice, experience to set the context, reflect on what they need to know more of in order to achieve more success & learning in the 2nd practice.

Learn: THEORY & METHODS (T&M) are taught first but in doses. Start with the fundamentals. How little T&M are enough to ‘try and apply’. Then, set or invite the students to find a client context and (complex) project or case to solve using the taught T&M. Commit to solving the task, but not starting the project period until after they have learned how to do it, the T&M in depth as well as the training required to solve it and do a great job!

Adapt: T&M APPLIED & TAUGHT CONCURRENTLY while applying it, real-time to a chosen project, task, problem, brief or case-study. Choose the projects (& project groups) before the T&M classes or webinars start. Then, as they learn the T&M, the students apply them immediately to their project (in groups) before the project period even starts and while the expert is 'in the room' or in session.

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(3)

Gamification?is the application of game-design elements and game principles in non-game contexts. It can also be defined as a set of activities and processes to solve problems by using or applying the characteristics of game elements. Wikipedia.

At Kaospilot, we try to apply these principles to our learning journeys as a form of human-centred, whole or full person learning, engaging head, hands and heart. The origin of Learning Arches & Journeys was sparked by the metaphor of a rollercoaster ride, that delivers high & low action, feelings, emotions, stimulus, provocation and engagement., KAOS! Gamification supports action, problem and challenge based learning and leadership to boost personal, professional and team accountability. According to Yu-kai Chou , there are 8 Core Drives of Gamification (that can be applied to LA)

1) Epic Meaning & Calling, 2) Development & Accomplishment, 3) Empowerment of Creativity & Feedback, 4) Ownership & Possession, 5) Social Influence & Relatedness, 6) Scarcity & Impatience, 7) Unpredictability & Curiosity, 8) Loss & Avoidance

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(4)

WHAT ARE THE 7Cs: The 7Cs are the key sequential list for how to set and create transformational learning that maximises connection, conditions and context between the learners & the learning journey first before content. This shifts the focus from content as king and opens the way for personal connection and ownership of the content, subject or discipline. It also creates a connection and common language between the students as a learning team or organisation. It sets the platform for an emotional connection to the team of students and invites for personal and professional development and commitment, core to delivering the ‘The Hidden Curriculum’ and the ‘unknown’ below the Learning Arch time line.

1. CONNECTION Make a connection with the students and meet them where they are at (knowledge, social, professional & emotional). 2. CONDITIONS Set the conditions for how you will try to work together, the learning styles you will explore and how you will collaborate by clarifying expectations. 3. CONTEXT Make the case for what the students are about to learn and why it is useful, relevant, emerging and even powerful. 4. CONTENT Adjust, unfold & unpackage the content based on the need, level and ambition of the students and your design. Define what success is and then aim to over deliver… 5. CRAFT Unfold and increase the learning, challenge (practice) and measurement to support risk and a deeper understanding of the subject and craft (methods supported by theory). As the teacher leaves the stage, the students step up and perform through action, application and self & peer reflection, analysis and leadership. 6. CHARACTER Should grow as their understanding deepens through increased complexity of tasks, alternating contexts and delivery within groups of peers whilst seeking to create sustainable impact & value. 7. CONFIDENCE The student’s ability to set their own targets beyond their current expectations. To define and take more control of their (learning) potential, behaviour, actions and direction. (5, 6 & 7 builds Personal Agency)

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(5) LEARNING STYLES: In short, learning styles refer to the ways people learn. A learning style is a concept of how people learn, sense, apply, act and respond. A learning style will have a number of stages or phases, which can be landed and looped, fed forward and interchanged to suit the teams (emerging) learning styles. They should support and unfold the embodiment of the desired content: knowledge, skills, emotions & mindsets etc. for that learning arch, experience or block. A learning style frames the learning experience where the students can gain a working understanding of the content and its context, relevance and significance on a personal, professional, local and global level to help them construct their own world view over time and what they stand for!

Over nearly three decades, the kaospilot have somewhat perfected the KP learning style which interweaves creativity, innovation, engagement & risk through the intimate equilibrium of real practice, theory & reflection through a team-based pedagogy, alternating frames & contexts.

For me there are 4 core learning styles. 1) The somewhat archaic academic teach / learn / test - perform. 2) Teach / apply / learn. 3) Experience / reflect / learn & apply (Kolb). 4) And my preferred style, act / learn / adapt / repeat! Of course, all have their relevance and uses and can be exploited throughout a learning journey to create more diversity and dynamism in learning delivery, especially when the team or class are diverse in ‘how they like to learn’. Always choose the correct learning style for the desired learning experience & desired SKAV outcomes.

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(6) ‘The Hidden Curriculum’. Although explored by Dewey and coined by Philip Jackson, I refer to it as the ‘conscious learning objectives and outcomes that support the intra-personal and inter-personal growth and development of the student to explore their mindset, attitudes, behaviours, competencies and values. This is done by continuously shifting the contexts and scenarios to challenge, support, confront, confirm and anchor the most relevant and powerful skills and knowledge (for a subject, discipline or industry) through individual, group and team-based action, reflection and analytical learning design. In order to increase confidence, ambition, and rigour and 'really' anchor and secure these attitudes in your programs and practice, include them in your curriculum as learning outcomes, on par with skills and knowledge to inaugurate them as part of your academic and educational vocabulary.

For me, the bottom line is how do we bring it alive and measure it? How do you find and design powerful ways for students to execute skills and knowledge which allow for the authentic embodiment of the attitudes, mindset and soft skills so that when they talk about them (at exams, evaluation and job interviews), they can speak from a deeper and personal understanding of them. A real cognisance to apply and adapt them to any given context or situation.

"If we are not giving students real & increasingly challenging experiences to gain a deep working comprehension of Skills, knowledge and attitudes, you are failing them and society."

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(7) Assessment types

DIAGNOSTIC ASSESSMENT (SET): Is used to establish a starting point, baseline or informal measurements (e.g. observation, discussions, questioning, boot camps, projects, research & workshops) Wikipedia. When we set the arches, this assessment is used to collect data on what students already know about the topic or what we call to, ‘meet them where they are at’. We then adjust & adapt the level, content, and ambitions accordingly, and practice being 'over prepared & under-structured' in our delivery.

FORMATIVE ASSESSMENT (HOLD): ‘Given throughout the learning process, formative assessment seeks to determine how students are progressing through a certain learning goal' (arch or journey) Wikipedia. We always ask, WHAT ARE WE LEARNING & DISCOVERING ABOUT THE CONTENT & OURSELVES? What do they know, understand and what can they do? It is supported by just in time knowledge, disturbances, meaningful feedback, intervention & guidance and should inform learning journey adjustments.

SUMMATIVE ASSESSMENT (LAND - low action(8): ‘The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. ’ Wikipedia. Kaospilot examples are: mid-arch & final exams, final projects & framed reflection and evaluation to feed-forward learning (looped landings) and feedback to the learning journey.??The purpose is not only to show the students subject & knowledge competencies, but also their social, change & most importantly their action competence towards creating sustainable impact & value. These Individual and/or collaborative group task-based learnings (that attract a mark) are then shared to the entire TEAM, where success and failure are shared and learned by all.

AUTHENTIC ASSESSMENT * (ALL): The measurement of “intellectual accomplishments that are worthwhile, significant, and meaningful, as contrasted to multiple choice standardized tests’. Wikipedia. At the Kaospilot, we refer to this as 'activating the Hidden Curriculum'. We assess on an individual, group and team performance level after each arch to share personal and professional learnings, success and failures in order to bring alive the hidden curriculums attitudes, competencies, mindsets and values.

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(8) LEARNING DESIGN INSPIRATION FOR KIDS

THE LEARNING ARCHES WORK AT ALL LEVELS OF EDUCATION. WE TRIED THEM OUT AND THEY SUCCEEDED IN CREATING ALIGNMENT, MOTIVATION, AMBITION & ENGAGEMENT WITH THE STUDENTS AND LEAD TO TEACHERS BECOMING MORE CONFIDENT, CREATIVE & INNOVATIVE. BUT MOST IMPORTANTLY THEY CREATED A DEEPER PROGRAMME AND LEARNING UNDERSTANDING FOR ALL AGES, ESPECIALLY KIDS.?IF WORKING WITH KIDS, TRY AND USE METAPHORS: Here are two examples:

*5 YEARS AND UNDER: FROGS JUMPING WITH SETTING & LANDING FROM LILY PADS!

The focus here was to jump when all kids are ready, the lily pad represented a chance to take a break and recap, and wait for others to catch up, the energy required to jump, and a place to land good teamwork and friendship (human centred skills) before academic. Schools and kids use it to show the parents what they are doing and will do and how its all connected

*10 YEARS AND UNDER: ROCKETS WITH SETTING & LANDING ON PLANETS.

The focus here was to jump when all kids are ready, but in addition, the team would have to prepare to SET or ‘take off’ in their rocket for the next planet, f:x ‘planet Maths or planet Biology’ and explore trajectory, fuel, energy, current skills, teamwork, leadership etc. and in preparation for landing, the planets climate, food, languages, what to do when they meet the natives, what to bring, what to share, what do they look like? When landing they are also evaluating good teamwork (what it means to be a good team-mate), leadership, support, patience, motivation, (human centred & social skills) before academic. They all got badges then for their work.

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(9) ‘High Action’ refers to periods (arches) of applied and experiential based learning and practice. ‘Low Action’ refers to the periods (where we land the High Action arches) with both reflective learning of self working with others, the evaluation of learning styles and arches and of the analytical level to determine theory and knowledge gaps.

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I hope this helps you in your online learning design adventures. If its all new to you, just try your best. It will be good enough and your students will be happy with any visual & interactive representation of their learning! ) Try to have fun sketching and trust in your teaching and training abilities to design and deliver (online) learning which is transparent, flexible and creative!

If you would like to learn more about the KAOSPILOT LEARNING DESIGN AGENCY please contact Simon Kavanagh / Director of Kaospilot Learning Design Agency and creator of the Learning Arch Method: [email protected].