Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual.
Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life.
This video discusses on what design principles should guide us while building a new learning environment.
# Simplicity is
innovation. Simple design. Simple to understand. Simple to
use. Simple to maintain. Simply better. And more sustainable.
# My advice to you is that when you design a new
system or learning environment,
focus on one
fundamental difference.If your one
fundamental feature is not innovative, the rest may not matter.
# Think about what is the most fundamental
problem or issue you want to address with your innovation?
# There are two types of needs people in general
identify. One is a perceived need and the other is a real
need. You will be surprised to notice that a “perceived
need often supersedes a real need” in an ecosystem.
# A solution designed for a decision maker’s
perceived need will have a much easier entry to the market, but shorter lifetime in the market because the
solution does not address a real need.In contrast, a solution designed to address a
real need may have a harder entry to the market initially, but more likely to have a much longer lifetime
in an ecosystem once it is successfully implemented.Overall, meeting both needs at the same time
would take whole lot more energy and innovation.
# If more constituencies in your ecosystem are on
the same page and more of their value perceptions and needs
are aligned, things get much easier and your solution is more likely to sustain
longer. I call these “needs alignment” and “value
alignment”.
# Again, the keywords here are simplicity,
focusing on one fundamental difference, and addressing needs at
multiple dimensions.
