The faculty of the Campus is composed of thought leaders and leading practitioners of various transformative disciplines. They provide explicit guidance information (know-what and know-how) relevant to the practitioners’ projects and developmental aspirations. They also collabrate on continually pushing their own learning edge.
Mark Allen Kaplan
This is the core group that makes the Campus’ functioning possible. Its roles include Community Host, Content Architect, Learning Facilitator, Knowledge Gardener, Logistics Host, Technology Host …. and more.
One person can fill several roles, and one role can be filled by more than person. Anybody can apply to join this Circle to fill vacant roles or co-energize roles already filled. Be part of our circle of evolutionary friends, get in touch with us!
The purpose of this circle is to enable everyone on Campus Co-Evolve to have a triple-E experience of campus life: effective, efficient, enjoyable.
We call people, who come to the Campus to become better at the arts of changemaking “practitioners”, formerly known as “students.” They join us from all walks of life. What attracts them is the their passion for overcoming their limitations for causing personal and organisational or societal renewal. Are you bitten by the changemaker bug? If yes, then join our community of practitioners! Who are they, what backgounds do they come from. Look at them, below:
In the traditional model of classroom instruction, the teacher is typically the central focus of attention and the primary disseminator of information during the class period. During reversed classroom sessions, however, the focus is on the assignment teams delivering jointly developed content, and the role of the faculty becomes facilitator of the learning. The assignment teams receive guidance information to support their work and to help their presentation deliver the best learning experience to the cohort.
You will be able to access the recordings of both the teaching sessions and the reversed classrooms, complete with their transcripts, the day after each session, in our private YouTube channel.
Collaborative, peer-to-peer learning is central to how we learn on the Campus. That learning takes place in both during the video conferences, and in the online discussion forums between them. There will also be small, self-directed assignment teams which will share their discoveries with the cohort in the reversed classroom sessions.
Coming to the Campus with a real-world change project and pursuing it is essential for two reasons. The first is that it’s only in the process of learning by doing that you can develop or enhance your capabilities as a change agent. That implies applying the insights, tools, and methods gained from our courses to a project aimed at meeting a real-world challenge, and using the work on that challenge as a driver of your learning.
The second, and not less important reason is that by enrolling ion the Campus, you’re participating in prototyping a new kind of higher education that embodies the unity of teaching/learning communities, action research, and contribution to positive social transformation.
Choose your change project wisely. It should be something that you have a passion for and is not larger than what can be completed during the duration of your course. The Community Facilitator of your course will help you attract other members of your cohort to your project, if you choose to do so, use the Project Conversations forum for collaborating with them.
Upon successful completion of the course you will receive a beautifully designed, printed Certificate of Completion from the Campus Co-Evolve. To qualify, you will have to:
• Participate in at least in 2/3 of the sessions video conferencing session
• Initiate and/or participate in the asynchronous forum conversations of each of your course’s module
• Be actively engaged and report on the work of your change project
• Respond to the individual or collective assignment presented in the reversed classroom
We are also in partnering conversation with a major university about credentialing our courses. What it would mean to you is that if you demonstrate the competences described in your course’s learning outcomes, then you will get credit from them towards a degree program.
We are a young university and cannot possibly cover in advance by our support materials all the issues that you may arise during your studies. To fill that gap, we made a continually updated Frequently Asked Questions document available to registered participants inside the Campus.
The main environments in which your learning will take place are the Teaching Sessions, the Reversed Classroom, Online Learning Community, Mentoring Sessions, and Your Project Context. See below for details.
These are virtual classroom sessions held by Zoom video conferencing, which involve presentations by faculty members and group discussions
To prepare for each of these sessions, you will need to read or watch one or two recommended resources and access some of the optional resources.