Swarm Learning Hoshin Kanri X-Matrix (Presentation)
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Wiki — X-Matrix — Go to Image (0 X-Matrix first)
In The Certified Six Sigma Black Belt Handbook, T. M. Kubiak and Donald W. Benbow describe Hoshin Kanri as:
“One translation of the word hoshin refers to a shining arrow such as found on a compass. The word kanri may be translated as management. Hoshin kanri, then, provides tools for stating objectives for the organization and managing their implementation.”
Kubiak and Benbow describe the X-matrix as:
“The hoshin kanri X-matrix, also called a policy deployment matrix, summarizes the strategic plan linking objectives with the design for achieving them.”
The X-matrix starts with objectives then moves clockwise to strategies (linked to objectives) then tactics (linked to strategies) then targets (linked to tactics). A black box represents support. For example, the box for A (strategies) Redesign the syllabus to ensure the class is set up in a way that CAE shows that it supports the objective change, adapt, and evolve with student feedback.
Objectives
A. Change, adapt, and evolve with student feedback
SL is a Chameleon — it Changes, Adapts, and Evolves (CAE)
“Structure is not the word I would use to describe this class. It seems to defy structure. This class is more of a destruction of everything I assumed I knew about learning.” — Jessica Malone, FHSU student Spring 2019
Education is a complex adaptive system (CAS). A complex system is one that is difficult to understand or predict. A system is a group of interacting parts forming a whole. A CAS is a collection of simple agents interacting in a system where the large-scale behavior of the system is difficult to predict and may change, adapt, and evolve.
A system that changes seeks to make things within the system different. A system that adapts is one that makes things fit by change. A system that evolves is one that seeks incremental change over time.
If the goal is to increase the speed of the transfer of learning and to teach students how to think, not what to think, then we must view learning as a CAS. If a CAS is one that changes, adapts, and evolves, then we need to create an environment that facilitates this.
If change means making something different, then we should seek to make a system different. To do this, we need feedback from those within the system. If the system we are attempting to change is an education system, then we need feedback from students. If we want to change the system, then we must adapt to the needs of the students. If adapting to the needs of students means making something fit by change, then we should seek continuous feedback from students — we should then use their feedback to change a class. If we seek to change a class, then we should strive to continuously modify the class and adapt to the needs of the students. To modify the class, the class must evolve. To evolve means incremental change over time.
SL seeks to use continuous student feedback to incrementally change a class over time that fits the needs of the students. Thus, SL must Change, Adapt, and Evolve (CAE).
To spontaneously change, adapt, and evolve we must create an environment where learning is engendered by self-assembly. To do this, we must step back and simply set the conditions for a class to self-assemble.
Think of how we put together LEGOs. Typically, we purchase a specific LEGO box with specific instructions for how to put the LEGOs together. This is like writing a syllabus that has no room for adaptation. You simply provide your students a set of instructions and put the LEGO pieces together in the exact order prescribed. But what if you threw away the instructions? What if, instead of structuring a class and never deviating from it, you used simple rules and allowed a class to self-assemble or emerge on its own?
SL aims to mimic the self-assembly example. SL provides students a complex adaptive syllabus (CAS) and seeks to change while a class is still in progress based on student feedback. SL provides the LEGO blocks, yet instead of detailed instructions, SL provides simple rules or boundaries to build within allowing and empowering students to be the creators.
Jobs and LSS Program
The overarching intent of SL is to teach students how to add immediate value upon graduation. SL aims to present students with job opportunities.
Go to Jobs
In addition, I am also starting a new LSS certification program at FHSU.
Discuss purpose
Go to What is it? LSSv2.0
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B. Teach Students How to Think, Not What to Think
Go to Wiki — SL Explained — CAE & Desire Path — Desire Path — Click last image
SL is a Desire Path
Imagine you are given the task of constructing a blueprint for new buildings at FHSU. You begin with the assumption you have no control as to where the buildings will be constructed, but you have full control as to where the sidewalks and roads will be placed in between and around each building. In addition, you are provided a team to assist you with this project.
One of your team members provides you with an image and points out that there are two specific paths that are not paved yet seem to be paths students typically take. One path takes students from an apartment complex to the university, while the other takes students from a parking lot to the university.
You notice students ignore the paved paths and create their own. A desire path is a path created by animal or human foot traffic, typically a shortcut or the shortest route between two places.
After a review of possible desire paths at FHSU, you and your team decide not to pave any paths. Instead, you decide to simply plant grass, let students walk on the grass, then wait to see which paths emerge.
Can you spot the desire paths?
FHSU Campus — Can you spot the desire paths?
SL uses the concept of desire paths. Where the traditional route is to place the sidewalk and then place signs everywhere telling people to “stay off the grass!” SL is like waiting for a path to emerge and then paving the path. Yet, SL takes it a step further by never paving a path and allows new paths to continuously emerge. This is the essence of SL. It asks students to create the paths they desire. SL does this by asking the student how they learn a concept and then empowers them to pave their own path toward understanding.
C & D. Create and environment facilitating a faster learning transfer
Wiki — Swarm Transfer Triangle — Click image
Using the Swarm Transfer Triangle.
Swarm Transfer Triangle — Image from Swarm Learning: Teaching Students How to Think, Not What to Think
“Everything about Swarm Learning is different. It shakes conventional education upside down. Scratch that. Swarm Learning does not even play by the same rules as other styles of teaching.” — Tomi Schwandt, Adjunct Professor, FHSU
Strategies
Redesign the syllabus to ensure the class is set up in a way that CAE
Go to CAS. (Course Info — CAS)
Redesign the class structure so the focus is on the student body of work, not the answer.
Go to Structure.
Redesign the class community/environment
Go to WordPress (Wiki)
Go to SL Facebook Group (Wiki)
Tactics
1) Publish a CAS that allows for students to pave their way towards understanding.
Link last two plus one traditional syllabus
2) Publish assignments with simple rules and grading based on how the student think
Go to Simple Rules (SL Explained)
Go to assignment SMEAC (Structure — How-To Video)
Go to NFCC and Personality Survey (Course Info)
3) Publish weekly surveys to assess if students are learning the concepts
Go to SurveyMonkey (Structure)
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4) Create a model and decision matrix allowing the class to continually CAE towards the needs of the student
Go to Logic Model (Wiki — SL Explained — Logic Model)
5) Use student feedback to create learning environments allowing students and experts to connect and stay connected
Go to SL Facebook Group (Wiki — SL Facebook Group)
Targets
Assess and revise CAS every semester for each class
already discussed
Assess and revise the learning platforms every semester to ensure they allow the body of knowledge to pop out
Aim for a student rating of 3.5 out of 5.0 or more (rating of SL)
Use Feedback Indicator (Feedback)
Create and use a decision matrix measuring the simple rules within Swarm Learning
Already discussed
Aim for 50% of each class to complete a blog and use social media platforms, such as Facebook, to connect students with experts
Go to Student Blogs (Wiki — SL Student Blog — Click on couple blogs)
Software (also go to Wiki — WordPress — Show other programs)
Tools
Prompts
SL Wiki (Wiki)
Books (Click SL Ebook — Have already loaded)
Feedback Survey (Feedback — SL App)
Questions
