The Innovation Centre at the Institute for Adult Learning, Singapore is embarking on an experimental development project to translate principles of Productive Failure (PF) for Adult Learning. The aim is to leverage these principles to facilitate deep learning amongst learners and contribute towards building critical core competencies within the Training and Adult Education sector.
The project calls on a select group of Adult Educators to co-develop a framework / toolbox / guideline on PF for Adult Learning through insights and findings from designing and trialing PF interventions in real learning environments.
Interested participants will be selected based on the diversity required in the project. On completion of the project and agreed deliverables, participating AEs would receive an honorarium in appreciation of their time and contributions.
An empirically tested deep learning pedagogical approach, PF1 embodies constructivist principles, where failure is deliberately designed into the learning, to imbue learners with resiliency and learning agility, much needed skills during this “reskilling emergency” that was raised at the World Economic Forum (WEF) Annual Meeting in January 2020, where it was said that more than 1 billion people need to be reskilled by 2030 as jobs are transformed by the technologies of the Fourth Industrial Revolution (World Economic Forum, 2020)2.
The PF learning environment is designed deliberately to bring about failure in a task so that learners have the opportunity to innovate solutions while exploring complex and novel problems. This guided exploration also allows learners to activate and differentiate relevant prior knowledge, generate multiple representations of problems, and thereby develop skills needed to solve "wicked" real-world problems.
To find out more about the relevance of PF to adult learning, IAL is organizing a special innovLogue session on August 18th with the purpose of creating awareness as well as brainstorming together on ‘Leveraging Failure for L&D success’.
At this session, we bring together leading experts and practitioners from Zurich, Switzerland, Singapore and Sydney, Australia to discuss and showcase how ‘learning from failure’, might be leveraged for learning and development. And towards the end we have an in-depth panel discussion on PF for adult learning.
The August 18th session, is open for one and ALL from the L&D sector, requires no commitment. If interested, please sign-up here:
The project is designed in 3 phases – experiment / evaluate, verify / validate and finally consolidate / finalise, as can be seen in the diagram below. The first two are iterations of design & development workshops. Each iteration includes, not just design & development, but also the trial and testing of interventions; following which the participating Adult Educators (AEs) convene to discuss and learn from each other to surface insightful practices and factors impacting the application of PF principles for Adult Learning.
This would, then result in artefacts and case studies which will further inform the TAE and shape our teaching practices and learning offerings. Participating AEs are expected to come from diverse backgrounds in terms of domain expertise and learner types to allow for as wide a field for experimentation and identification of key factors in PF design for adult learning, thus ensuring the final output would be practicable to the broader TAE community.
We are looking for Adult Educators (AEs) who meet our minimum eligibility criteria, able to deliver and contribute to the expected outcomes and impact from the project. Preferably the AEs should come from sectors facing disruptions in work and learning, e.g., finance, ICT, retail, etc.
Together with the project team, the subject matter expert, and other adult educators, an AE Catalyst is expected to:
1 As detailed by Kapur & Bielaczyc (2012), PF has a two-phase design: a generation and exploration phase (Phase 1) followed by a consolidation phase (Phase 2). Phase 1 provides opportunities for learners to generate and explore the affordances and constraints of multiple representations and solution methods. Phase 2 provides opportunities for organising and assembling relevant learner-generated solutions into canonical solutions. The design is guided by the following core principles: (1) create problem-solving contexts that involve working on complex problems that challenge but do not frustrate, rely on prior resources, and admit multiple solutions; (2) provide opportunities for explanation and elaboration; and (3) provide opportunities to compare and contrast the affordances and constraints of failed or sub-optimal solutions and the assembly of canonical solutions. [Kapur, M., & Bielaczyc, K. (2012). Designing for Productive Failure. Journal of the Learning Sciences, 21(1), 45–83. https://doi.org/10.1080/10508406.2011.591717]
2 World Economic Forum. (2020). Why we need a global reskilling revolution. World Economic Forum Annual Meeting, 1–6. https://www.weforum.org/agenda/2020/01/reskilling-revolution-jobs-future-skills/