-
- Accuracy variance, 16
- Adamany, Kamille, 190–191
- Adjustments, constant, 44
- Algorithms, 34
- Amazon, 36
- American Girl Cafe, 189–192
- App., 116–117
- Apple certified Mac technicians, 91–92
- “The Archaic Torso of Apollo” (Rilke), 130
- Aristotle, 183
- Artificial intelligence (AI), 36–37. , See also Computers
- Assessments
- definition of, 25
- derivation of, 23
- expectations vs., 79
- formal, 24
- formative, 210
- modern understanding of, 23–24
- tips for, 24, 26
- true, 25–26
- Assignments
- ambitious, 150
- life, 152–153
- meaning in, 165–166
- Authenticity
- conveyance of, 84
- definition of, 11
- delight and, 183
- function of, 204
- in immediacy, 131–133
- in networked world, 19
- outcomes from, 97
- in transactions, 53
- Automation, 18–19, 134
- Autopilot, 135
-
- Backward design, 197–199
- Bainbridge Island example, 61–62, 121–122
- Barrett, Damien, 91
- Basketball camp, 188–189
- Basu, Dev, 85
- Beacon technology, 132
- Behaviors, 92, 99
- Benari, Maya, 98–101
- Bias, 19–23
- Blockbuster, 177
- Blum‐DeStefano, Jessica, 45, 46, 47
- Boost, 117–119
- Boredom, 135, 167, 177
- Brain
- breaks, 211
- pliability of, 44–45
- threat processing by, 50
- Brainstorming, 83
- Buford, Bob, 41–42
- Business. See also Training
- –teaching intersection, 202
- entertainment in, 117
- environment of, 183–184
- good practices in, 15
- immediacy in, 115
- interactions, 37
- opportunity creation in, 182
- performance management in, 149
- relationships in, 18–19, 30
- Business Insider, 177
- Business relationships. See Transactions
-
- Card‐linked offer model, 117–118
- Casap, Jaime, 178–180
- Cash App, 28
- The Cave of Time (Packard), 139–140
- Chicola, Jason, 65, 115–120
- Chief learning officer, 108
- Chipotle, 117
- Choices
- adult, 46
- game, 164
- in interactions
- line moves formula, 35–37
- overview, 33–35
- reading example for, 137–138
- uncommon way, 150–153
- Choose Your Own Adventure (CYOA)
- application of, 145–147
- approach to, 139–140
- authentic reading example, 138–139
- emotional response to, 153
- memorable assignments, 150–152
- research on, 140
- for sellers, 151
- texts, availability of, 142–143
- Cisco, 182
- Cohen, Leonard, 170
- Cold calls, 168–169
- College sports, 109–111
- Combinatory thinking, –4
- Communication
- automated, 38–39
- clear, 203
- complex, 38
- immediacy in
- crisis management and, 108–111
- environments for, 103–104
- for leaders, 103, 107
- for sellers, 107
- for service professionals, 102
- Slack example of, 98–101
- for trainers, 107
- imperative, 45–46
- loop, closing, 44–45
- understanding, 46–47
- Computers. See also Artificial intelligence (AI)
- curriculum design by, 79
- emerging power of, 41
- intrusion by, 40
- task specialties, 39–40, 54
- Context, leveraging
- adjustments for, 66–67
- Bainbridge Island example, 61–62
- interruptions in, 63–65
- for leaders, 66–67
- for trainers, 67
- Credit card models, 117–118
- Crises management, 108–111
- Curriculum design
- computer generated, 79
- outcome‐based approach, 78–79
- for Startup 101 class, 81–86
- student‐centered approach, 80, 94
- traditional approach, 76–77, 79
-
- Darwinian models, –8
- Dead Poets' Society, 93
- Debit cards, 118
- Deci, Edward L., 147, 148
- Decisions
- articulating, 72
- either/or, 124
- trees, 57
- Delight
- authenticity and, 183
- backward design tips for, 197–198
- basketball camp example, 188–189
- business equivalents of, 182–183
- in change, 178–179
- characteristics of, 136
- creation of, 178–179
- definition of, 11
- dimensions of, 174–179
- experience of, 129
- focus on, 173–174
- function of, 205
- as game, 165–166
- in homework, 185–186
- in learning, 165–166
- metaphor for, 129–130
- music career analogy, 180–182
- novelty, 156–160
- personal relevance in, 188–192
- private plan analogy, 178–180
- roadmap for, 160–162
- sabotage of, 134–135
- understanding of, 156
- Design
- backward, 197–199
- curriculum
- computer generated, 79
- outcome‐based approach, 78–79
- for Startup 101 class, 81–86
- student‐centered approach, 80, 94
- traditional approach, 76–77, 79
- game, 164
- real‐world, 142
- roadmap for, 160
- thinking by, 211
- for understanding, 136
- understanding by, 211
- Digital markers, 105–106
- Drago‐Severson, Eleanor, 45, 47
- Drucker, Peter, 41–42
- DVDs, 174–175
- 18F, 97
- Engagement
- avoiding, 152
- deeper, 135
- theater‐based training for, 145–146
- tool, measure of, 159
- Eno, Brian, 152
- Environments, 103–106
- Equivalent, identifying, 29
- Eratosthenes,
- Espinosa Dice, Nico, 82–86
- Experience
- cost‐effective, 28
- deepening of, 147–148
- delightful, 136, 166, 173–174
- dimension of, 129
- elevation of, 25
- game playing, 164–165
- immediacy in, 82, 118
- novel, 169
- powerful, 158–159
- process of, 46
- reading, 137–138
- transdisciplinary, 78
- transformative, 189–191
- validation of, 86
- Explanations, 86, 124
-
- Feedback
- adjustments‐based on, 82
- effective pillars of, 115
- immediate, 106–107
- meaningful, 211
- messages, 46
- multi‐side platform for, 115–120
- personalized, 211
- platforms, 114–115, 118
- timely, 118
- FleishmanHillard, 183–184
- Floating awareness, 42
- Fosbury, Dick,
- Full enrollment, 47–49
-
- Games, 164
- General Services Administration, 98
- George, Jenny, 59
- “Glance media,” 123
- Godin, Seth, 102, 168
- Google Education Evangelist, 178
-
- Hardy Boys, 137–138
- Harvard Education Magazine, 166–167
- Henri, Robert, 147
- Homework
- class evaluation, 185–186
- learning role of, 186–187
- post‐training, 188
- retrieval/personal relevance plans, 188–192
- Horse handicappers experiment, 15–17
- Human‐centered optionality, 43–44
- Humans
- communications by, 38
- digital marker evolution of, 105–106
- interactions
- with AI, 36–37
- formula for, 35–37
- slowing down, 33–35
- judgment of, 27–32
- as learners, 202
- routine‐seeking by, 159
- task specialties, 40
- world lens of, 46–47
-
- Immediacy
- achieving, tips for, 71–72
- authenticity in, 131–133
- communications
- crisis management and, 108–111
- environments for, 103–104
- experience of, 106–106
- for leaders, 103, 107
- necessity of, 102–103
- for sellers, 107
- for service professionals, 102
- Slack example of, 98–101
- for trainers, 107
- definition of, 11
- delight sabotaged by, 134–135
- function of, 205
- problem solving in, 121–122
- problems caused by, 113–114
- in sales
- branding and, 118–119
- evolution of, 113–114
- models for, 117–118
- platform expansion, 114–120
- tip for, 114
- Startup 101 class example, 81–86
- system for, 116
- in teaching, 76–95
- in training, 87–95
- video conference example, 69–70
- “Inclusivity hack,” 101
- Information
- access to,
- commitment to, 73
- dimensions of, 10–11
- effects of, 15–16
- finding, 91
- immediate, 104
- recalling, 27
- receiver of, 105
- transitional,
- use of, 90
- Insane Clown Posse, 181
- Instructions
- audience‐specific, 29
- design, 77
- differentiated, 50, 211
- procedural, 124
- Instrumental knowing, 47
- Integrated‐action games, 164
- Interactions
- formula for, 35–37
- line moves formula, 35–37
- overview, 33–35
- slowing down, 33–35
- Interdisciplinary,
- Internet shopping, 71
-
- Jason, Zachary, 166–167
- Jennings, Owen, 28–29, 116–117
-
- Khan Academy, 30–31
- Kinect product, 163
- King, Martin Luther, Jr.,
- “Knowing the learner,”
- Knowledge
- connection to, 204
- production,
- systems of, 47
- Kramer, Steve, 152
-
- Last Blockbuster Beer, 177
- Leaders
- assessments tips for, 26
- building immediacy tips for, 95
- immediacy tip for, 103, 107
- momentum/context tips for, 66–67
- performance management tip for, 149
- persona of, 212
- as teachers
- backward design tip for, 199
- common aspects,
- either/or decisions, 124
- preassessment by, 58
- team interest tip, 169
- thought experiment for, 206–207
- Learn‐practitioner,
- Learning
- assessment of, 25–26
- boredom in, 166–168
- class effects on, 185–186
- Darwinian models of, –8
- delight in, 165–166
- evolution of, components, 187
- golden age of, 148–149
- intangible dimensions of, 78–79
- making room for, 30–31
- narrowing scope of, 93
- online resources for, 30–31
- passive environments, 85
- personalization of, 49–51
- preferences, 202
- project‐based, 77–78, 85
- science of, 19–20
- social emotional,
- Life assignments, 152–153
- Line moves formula, 35–37
- Listening, active/visual, 56, 211
- Lyft, 97, 101–102
-
- Man on Wire (film), 156
- Managers
- assessments tips for, 26
- intelligence of, 105
- listening tip for, 29
- role of, 41
- Meaning‐making systems, 47
- Mechanical Turk (MTurk), 36–37
- Medical Education (Wilson‐Stewart), 142
- Mehta, Jal, 167
- Mendel, Gregor,
- Message
- authenticity in, 131
- communication of, 45
- content of, 45
- immediacy in, 131
- initial attention to, 123
- text‐based, 104
- Microsoft, 36, 163
- Mobile devices, 161–162
- Momentum, leveraging
- adjustments for, 66–67
- Bainbridge Island example, 61–62
- interruptions in, 63–65
- for leaders, 66–67
- for trainers, 67
- Montclair Kimberley Academy, 77
- Motivation, 147–148
-
- Nashville Metropolitan Transit Authority, 181
- Netflix
- change initiated by, 177–178
- innovations by, 176–177
- mail service of, 175–176
- movie rental stores vs., 175
- origins of, 174–175
- Networks, 84
- New York Times, 181
- Nonverbal cues, 56
- Norm, deflection from, 159
- Novelty
- criteria for, 156–157
- line grid for, 157
- measure of, 159–160
- novelty + neutrality formula for, 158–159
- novelty + trajectory formula for, 169–170
- tightrope example of, 155–158
-
- Oblique Strategy cards (Eno), 152
-
- Passive‐learning environments, 85
- Pattern detection, 25
- Perfect practice, 91
- Performance Plus, 145–146
- “Permission marketing,” 102
- Personalization, 32
- learning, 49–51
- relevance retrieval, 188–192
- Pew Research Center's Internet and American Life Project, 36
- Platforms, multisided, 115–120
- Potts, Keri, 109–111
- Preassessment, 58, 210
- Problem solving, 121–122
- Progress principle, 152
- Project‐based learning, 77–78, 85
-
- Ramo, Joshua Cooper, 10
- Reich, Dr. Justin, 38
- Research practices, 210–211
- Resnick, Mitch, 160
- Respect, 58
- Rev.com, 65, 115–120
- Rilke, Rainer Marie, 130
- Robbins, Chuck, 182
- Robinson, Adam, 15–17
- Rose, Todd, 167
-
- Sales
- calls, follow‐ups, 72
- follow‐ups, 119–120
- immediacy in
- branding and, 118–119
- evolution of, 113
- models for, 117–118
- platform expansion, 114–120
- tip for, 114–120
- interactions driving, 19
- Internet, 71
- Salesperson
- assessments tips for, 24, 26
- building immediacy tips for, 65, 95
- cold call tip for, 168–169
- customer choice tip for, 140–141
- immediacy tip for, 107, 114
- persona of, 212
- as teachers
- adding value tip for, 197–198
- authenticity of, 55
- immediacy tip for, 123
- thought experiment for, 206–207
- Scholarly practices, 210
- Scratch, 160–162
- Seesaw metaphor, 17–18, 53–54
- Self‐authoring knowledge, 47
- Self‐transforming knowledge, 47
- Service calls, 27–29
- Service professionals
- assessment tips for, 24, 28
- audiences of,
- building immediacy tips for, 95
- immediacy tip for, 102
- persona of, 212–213
- problem solving tip, 180
- support ticket tip, 170–171
- as teacher
- authenticity by, 57–58
- backward design tip for, 198
- thought experiment for, 206–207
- Shinkansen bullet train,
- Silverstein, Shel, 137
- Slack, 97–101
- Slovic, Paul, 15–17
- Socializing knowledge, 47
- Spelling bee example, 24–26
- “Spoiler” problem,
- Startup 101 class, 93
- design process for, 83–84
- Espinosa Dice experience in, 82–86
- goal of, 81–82
- networks for, 84
- validation of, 86
- Steed, Robert, 145–147, 194
- Storytelling, 211
-
- Table talkers concept, 191–192
- “Teachable moments,” 48–49
- Teachers
- authenticity of, 55
- leaders as
- backward design tip for, 199
- either/or decisions, 124
- sellers as
- adding value tip for, 197–198
- “glance media” tip for, 123
- service professionals as
- backward design tip for, 198
- explainability tip for, 124
- thinking like, 201–202
- thought experiment for, 206–207
- trainers as
- backward design tip for, 198
- meeting invitation tip, 124
- Teaching
- –business intersection, 202
- approaches to,
- bringing real‐life cases to, 22–23
- as business,
- for business, 15
- enrichment,
- experience of, 158–159
- foundations for, –10
- full enrollment, 47–49
- immediacy in, 76–77
- interdisciplinary,
- transdisciplinarity,
- truth in, 20–23
- Tekinbas, Katie Salen, 164
- Tennis game analogy, 116
- Text‐based message, 104
- Thinking
- combinatory, –4
- by design, 211
- modes of,
- problem, 83
- visible, 61
- Third Man Records, 181
- This Is Marketing (Godin), 168
- Thought experiment, 206–207
- Tightrope walker, 155–158
- Tim Ferriss Podcast, 16–17
- Trainers
- homework tip for, 188
- leaner behavior tip, 92
- momentum/context tips for, 67
- pause tip for, 29
- persona of, 213
- prepared material delivery tip, 141
- as teachers
- authenticity by, 56–57
- backward design tip for, 198
- meeting invitation tip, 123
- thought experiment for, 206–207
- traditional, –8
- video use by, 50–51
- Training. See also Business
- classroom experience applied to, 87–91
- Mac tech example, 91–92
- theater‐based, 145–146
- traditional approach to, 87
- Transactional symmetry, , 205
- Transactions
- authenticity in, 53
- automation of, 18–19
- overseeing, 19
- slowing, 32
- Transdisciplinarity, , 78
- Trends, 48–49
- Trust
- accessible, 207
- authenticity and, 49, 53
- breaking into, 44, 54
- depth of, 58
- explanations and, 124
- instilling, 187, 202
- learning, 77
- Truth
- artful questions for, 20–21
- importance of, 20
- teaching, options for, 22–23
- Twitter, 109–110
-
- Understanding
- Understanding by Design (Wiggins, McTighe), 77
-
- Van Eepoel, August, 22, 157
- Venture Capitalist (VC), 182–183
- VHS tapes, 174
- Video conference example, 69–70
- Video rentals, 175–176
- Video training, 50–51
- Vygotsky, Lev, 166
-
- White Stripes, 180
- White, Jack, 180–182
- Why We Do What We Do (Deci), 147
- Williams, Robin, 93
- Wilson‐Stewart, Kelly, 142
- Wilson, Fred, 182–183
- Win‐win scenarios
- assessment in, 23–26
- bias busting in, 19–23
- Horse handicappers experiment, 15–17
- spelling bee example, 24–26
- Zimmerman, Eric, 164
- Zoom, 69–70
- ZPD (just‐right zone), 166
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