Allow failure to be as powerful a learning mode as success.
In collaboration with my colleagues, I addressed the Wicked Problem of Practice below to justify the need for failure as an accepted and expected learning mode. We communicated our thoughts about the current constraints and affordances of failure as a learning tool and shared that with our personal learning networks. We had think critically about the justifications and how to overcome the current roadblocks that impede our progress when tackling this problem. This problem is one that requires a culture shift and will require creative innovation in order to solve or even start to address.
2013 NMC Horizon Project Summit Communiqué
“Learning is all about risk, but learning institutions are anything but risk tolerant. There are good reasons for that, except when it comes to learning. We deceive students when we do not make it clear that not all knowledge is absolute. Truth is the result of generations of exploration, of refinement, of pushing the boundaries of our experience. Truth builds on failure as much as success, but failure is anathema to today’s learning institutions. We must instill in students the drive to learn, and to help them see the vital role of failure in discovery. We need to expect our halls of learning to question their own processes and strategies, and their own success. We measure things, but spend little time on understanding what we should be measuring. We know great innovation always comes from the refinement of an initial idea, but we teach in and administer schools as if there are absolute certainties that we must never question. How can we ensure that the next series of great discoveries will be made? That is a challenge whose dimensions and starting places are elusive enough to be considered a truly wicked problem.”
How We Would Address This Wicked Problem of Practice: