Carson Conversations Forum | Brian LaDuca
Brian LaDuca, Director, Institute of Applied Creativity for Transformation (IACT) at University of Dayton, speaks at the University of Nebraska-Lincoln's Johnny Carson Center for Emerging Media Arts. His talk: “The Development of a Pedagogy.”
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[00:00:07.548]How you guys doing, you all right?
[00:00:09.477]Do any need to stand up at all and stretch?
[00:00:11.266]Do you want to, yes, thank you, thank you.
[00:00:13.008]Take a moment there, stand up and stretch, let it out.
[00:00:16.600]I mean, I can feel it, it's all good.
[00:00:19.431]It's all good, we still got some, I want people to be fresh
[00:00:21.593]not just for me but for everybody else
[00:00:23.546]that's gonna come after me so take it out, let it out.
[00:00:26.446]And when you're ready you can sit your butt back down.
[00:00:28.931]All right, so.
[00:00:30.880]Again, my name is Brian Laduca.
[00:00:33.730]And I am a alumni here, graduated,
[00:00:36.901]the first graduating class from the Johnny Carson
[00:00:39.858]School of Theater and Film
[00:00:41.131]with an MFA in directing for both theater and stage.
[00:00:43.945]So I came here from five, six, seven, and eight.
[00:00:47.076]Was back a few more times but I haven't been back
[00:00:49.885]in awhile, and I'm about to tell you why.
[00:00:53.769]Right behind me is something we call the ikigai, 'kay?
[00:00:58.903]The ikigai is a Japanese concept for the purpose of being,
[00:01:03.260]or reason for being, okay?
[00:01:06.173]So I'm showing this to you because I want you to know
[00:01:10.104]I'm not lying in the next few slides
[00:01:12.176]and this is paper, it still exists,
[00:01:14.579]not knowing after the last few conversations you've had
[00:01:16.872]if actually, if ever this stuff still worked.
[00:01:19.283]So this is an ikigai, okay?
[00:01:23.982]And so this, I'm gonna go over what it does in a second
[00:01:26.706]but we fill it out, meaning me
[00:01:31.057]and my students and my faculty and my staff
[00:01:35.170]so we can get to a purpose.
[00:01:37.418]So for me and literally, I just did this
[00:01:39.812]for the first time ever this week
[00:01:42.532]even though I've been advising and teaching through it
[00:01:44.854]for like three years so that tells you.
[00:01:47.170]You use an outer ring that you have to answer first
[00:01:51.200]and those are, what I love, what the world needs,
[00:01:54.030]what can be paid, what can I be paid for,
[00:01:56.050]and what am I good at, you see?
[00:01:57.820]So what I love, being a parent, a teacher, a learner,
[00:02:01.013]an impact agent, what the world needs,
[00:02:03.308]patience, understanding, action, growth.
[00:02:06.209]Now these are mine, my personal answers, right?
[00:02:08.350]What can I be paid for, teaching, influence, visioning.
[00:02:11.893]What I am good at, listening, but not at home,
[00:02:15.246]not the best listener with my wife and my kids
[00:02:17.797]but we're working on that, right?
[00:02:19.424]Process, actionizing, consensus-building.
[00:02:22.223]We ask every student who comes through our system
[00:02:26.835]my institute which I'll introduce to you in a second
[00:02:28.996]these questions right at the start of their first year.
[00:02:32.089]And they sit on these questions,
[00:02:34.360]we work them through these questions.
[00:02:36.258]So they can start to recognize what this is.
[00:02:39.768]Their passion, their mission,
[00:02:41.440]their vocation, and their profession.
[00:02:43.843]So for me, passion, to move want for global change
[00:02:47.169]into a reality through collaborative action.
[00:02:49.516]So you see here, you know, you've got my answers here
[00:02:52.632]and it takes me into the inside of the ikigai.
[00:02:58.006]Mission, to be a supportive and loving man focused on
[00:03:00.743]the process of mental and physical growth for humanity.
[00:03:03.289]Vocation, to educate, not for today
[00:03:05.915]but for the continuous better tomorrow.
[00:03:08.886]And profession, to be a dream builder
[00:03:10.811]that finds the groundswell of support
[00:03:12.865]and the map to make it a reality.
[00:03:14.594]Let me tell you, as a 39-year-old male,
[00:03:17.312]a 39-year-old human whose considers
[00:03:20.202]that I actually have a job that I love,
[00:03:22.572]trying to put this stuff on paper in the last year
[00:03:24.994]has been very interesting
[00:03:26.898]'cause when you watch your students do it
[00:03:29.368]the sky's the limit for 'em.
[00:03:31.072]They start to dream big and all of a sudden for us
[00:03:33.696]as these adults, right, who are fractured
[00:03:36.370]and have expectations it's really difficult
[00:03:39.734]to hone in on your profession.
[00:03:41.401]That was a trick for us.
[00:03:42.794]And then the third level, so here's the difference.
[00:03:45.609]The ikigai stops typically at passion, mission, profession,
[00:03:48.862]and vocation but we have done is developed the third ring,
[00:03:54.640]which is inside here, these gray spots,
[00:03:57.346]these spots right here are typically here
[00:03:59.446]and we have added action and that's gonna be a key part
[00:04:03.927]of the conversation with you today, action.
[00:04:06.649]Develop a process for action,
[00:04:08.508]advocate for future forward education,
[00:04:10.976]serve those who identify as continuous learners,
[00:04:14.081]and innovate, how dreams become reality.
[00:04:17.492]So I can develop this, my purpose is to
[00:04:20.764]help humanity grow through
[00:04:22.124]a transformative education process
[00:04:23.641]that will identify dreams that can become realities
[00:04:25.906]which will directly influence a better,
[00:04:28.037]more confident global tomorrow.
[00:04:30.271]Now whimsical, I get it, right?
[00:04:34.687]I put that together in like a half a day
[00:04:37.947]on Tuesday or Wednesday of this week.
[00:04:40.725]But imagine the process when you can take
[00:04:42.872]students through this process starting their first year
[00:04:45.626]and have them answer those outer questions
[00:04:49.217]and work with them as they start to try to figure out
[00:04:51.175]who they are as individuals,
[00:04:53.083]both from a disciplinary space and a purpose space, right?
[00:04:57.438]So when you start to look in and start recognizing
[00:04:59.822]that you become bigger than a degree,
[00:05:03.431]that I no longer have, "My name is Lewis
[00:05:06.220]"and I'm a mechanical engineer."
[00:05:08.296]But, "Hi, my name is Lewis
[00:05:11.005]"and I'm looking to try and change flight and train patters
[00:05:13.904]"for people with low level autism
[00:05:15.604]"because my brother is autistic.
[00:05:17.530]"That's why I'm a mechanical engineer."
[00:05:20.237]This is just one part of what we do,
[00:05:22.840]but it's been a very interesting part
[00:05:24.683]because just two months ago we were granted
[00:05:27.665]eighth place in the world from IDEO
[00:05:30.547]on the goals of, future of higher education challenge
[00:05:33.915]for ikigai plus motto and we had just signed
[00:05:36.579]the United States Department of Education Technology
[00:05:39.424]to begin to roll this out across the nation
[00:05:41.673]including the globe both in a person-to-person,
[00:05:45.012]humane sense, me and you talking, touching, feeling,
[00:05:48.579]which is still important, no matter what anybody says
[00:05:50.718]in this room today I still wanna be touched and hugged
[00:05:53.415]and told things are good in person
[00:05:55.743]but also put things into an application
[00:05:58.385]so that it can have access globally.
[00:06:03.031]So I, again, my name is Brian Laduca.
[00:06:07.334]I am the director and the founder creator
[00:06:09.459]of The Institute of Applied Creativity for Transformation
[00:06:12.205]at Art Street at the University of Dayton.
[00:06:15.496]Real quick, I've been at University of Dayton since 2012.
[00:06:20.001]I got hired to be the director
[00:06:21.459]for that one word underneath there, Art Street.
[00:06:25.025]When I arrived at University of Dayton
[00:06:26.602]Art Street was a traditional art center
[00:06:31.381]in the middle of the student neighborhood
[00:06:33.631]at the University of Dayton.
[00:06:35.201]For those who don't know about the University of Dayton
[00:06:36.672]it is a Catholic Marianist private institution,
[00:06:39.859]roughly about 10,000 students.
[00:06:42.300]For those who don't know what Marianist are,
[00:06:44.649]they are the hippies of the Catholic religion.
[00:06:46.775]Look it up.
[00:06:49.288]And so it also has a 98% residential campus
[00:06:53.978]which means 98% of the students live on campus
[00:06:56.210]and every home is owned by the University.
[00:07:00.441]So my building is smack dab in this space, right?
[00:07:03.482]And I have 58 students that live in my facility.
[00:07:07.992]My facility has a volume of different playgrounds
[00:07:11.845]inside of it, everything from a recording studio
[00:07:14.084]to what then was multiple art studios, classrooms,
[00:07:20.395]stuff like that, so the amphitheater,
[00:07:22.407]and we have an amphitheater as well.
[00:07:24.044]So one of those things that we decided to do
[00:07:26.911]was recognizing when I got there in 2012
[00:07:30.707]that the student population living in my space,
[00:07:34.715]they were not art majors.
[00:07:37.563]Everybody thought they were.
[00:07:38.883]Everybody who wasn't there, even people there
[00:07:40.751]thought Art Street meant art majors.
[00:07:43.047]Yet I had students from engineering,
[00:07:45.918]from bio, from communications, from journalism,
[00:07:49.285]from psychology, you name it they were living there.
[00:07:52.232]I had this wicked ecosystem that resembled
[00:07:55.386]the rest of the world in this University
[00:07:58.301]smack dab in the student neighborhood.
[00:08:01.563]The problem was they kept saying,
[00:08:03.161]"I don't like how I'm getting taught,
[00:08:05.856]"lectures and labs, are not allowing me
[00:08:07.690]"to do more bigger things than your facility does."
[00:08:10.797]They didn't understand, they didn't understand
[00:08:13.297]the difference of why they those to live in this facility
[00:08:15.698]that had all this fun playground stuff
[00:08:17.393]yet when they had to leave they would go to class
[00:08:19.372]and have to be told about something
[00:08:22.600]from somebody who learned it 20 to 30 years prior to them.
[00:08:26.736]And all of a sudden we were starting to see
[00:08:28.321]this gigantic gap happening, a huge gap happening
[00:08:32.220]I had a bunch of faculty and staff in October of 2013
[00:08:35.184]sit down and I just said,
[00:08:36.858]"Listen, I'm confused about why our students are confused.
[00:08:42.399]"I'm confused about our purpose as educators
[00:08:44.529]"and I'm confused about why you even care
[00:08:46.797]"to teach in my facility."
[00:08:48.621]And so really I was trying to get
[00:08:50.598]some kind of strategic planning visioning thing
[00:08:52.701]happening here but no nobody wants to be saying,
[00:08:54.603]"Hey can you come over and help me
[00:08:55.825]"with my strategic plan?"
[00:08:56.905]Let's be honest, so what I did was got a sommelier in there,
[00:08:59.290]some wine, some food and drink and just said,
[00:09:02.392]"Hey, we're going to have a wine envisioning party."
[00:09:05.671]Try it, I highly recommended here.
[00:09:07.630]Trust me it works.
[00:09:09.128]And literally October 13th 2013
[00:09:12.299]I still have the bottle of wine, all hell broke loose,
[00:09:16.166]all hell broke loose and everybody started talking
[00:09:18.768]things about stuff that was happening on the coasts,
[00:09:21.104]you know, the D school and the USC Iovine and Young Academy
[00:09:24.365]and stuff in Vanderbilt and Georgia Tech
[00:09:27.339]and we were like, "We could do this.
[00:09:29.861]"I have a building, I've got crazy students,
[00:09:31.836]"I've got crazy faculty and staff
[00:09:33.478]"who aren't supposed to be here right now,
[00:09:34.942]"but they're here playing with me right now so like,"
[00:09:37.181]'cause we gotta remember, I'm under the provost office.
[00:09:40.340]I have an academic, I'm not under an academic unit
[00:09:43.696]right now, okay?
[00:09:45.546]So what I ended up doing here was next was this.
[00:09:49.881]We sat down and mapped out the conversation
[00:09:51.923]of what it is that we need to do and how do we teach it.
[00:09:55.313]And we developed applied creativity,
[00:09:57.977]which is new idea creation for action
[00:09:59.821]across all disciplines of study.
[00:10:02.619]Applied creativity is about being able to harness
[00:10:05.089]imagination and vision to effectively implement
[00:10:07.282]unexpected, and you see it up there.
[00:10:09.454]What I'm about to run you through
[00:10:11.130]is literally development of a brand new
[00:10:13.288]pedagogy curriculum that I guarantee you can work here
[00:10:16.672]and I'd love to play with you on this process here.
[00:10:20.351]So my insight, it is transdisciplinary learning
[00:10:23.790]and humanity centered design.
[00:10:25.527]We've heard a lot of talk in here
[00:10:27.064]about multi and interdisciplinary.
[00:10:29.629]I'll tell you one thing that's different about trans.
[00:10:31.691]Trans brings everybody to the table
[00:10:33.600]to work on the solution to a problem together.
[00:10:36.471]Inter and multi tend to bring,
[00:10:39.316]you solve the problem, or you're solving the problem
[00:10:41.495]within your scope and bring in your solutions and your stuff
[00:10:43.845]into the space and we're gonna try to work
[00:10:45.589]on our solved problems together
[00:10:46.990]rather than trying to actually solve the problem together.
[00:10:50.115]Hugely different and also influences
[00:10:52.241]the ability to be able to collaborate
[00:10:54.116]across the silos of our university.
[00:10:56.748]And humanity centered design, not human centered design
[00:10:59.023]like you might see in some of the spaces, you know.
[00:11:01.551]Humanity centered, this goes back to the purpose.
[00:11:05.799]If you don't know who you are
[00:11:07.744]and who you are in the role of mankind
[00:11:10.433]and the group, you can't help it build
[00:11:13.389]new experiences for mankind.
[00:11:15.700]So we've got to work together
[00:11:17.479]in trying to understand the humanity of this all.
[00:11:21.839]And it's a process so I told you about the ikigai,
[00:11:25.082]the vehicle for academic intentionality,
[00:11:27.000]creative and experiential exploration
[00:11:28.616]and purpose-based discernment.
[00:11:30.008]That's the purpose but the pedagogy
[00:11:32.017]is ideation, disruption, and a-ha
[00:11:35.194]and when you put both of those together
[00:11:37.288]you start to get a brand new student
[00:11:39.663]and as a pedagogy we work it this way.
[00:11:43.325]It's really how do you create idea
[00:11:45.926]and how do you create an idea that can change
[00:11:48.246]and create action across the disciplines of study.
[00:11:51.488]It's the ability to say, "I can do something with my work."
[00:11:54.915]So ideation, and this is how we teach
[00:11:56.970]in every single class, in every single professional aspect
[00:12:00.384]that I'm about to show you as well,
[00:12:02.209]ideation is content, ambiguity, and tension.
[00:12:06.299]So you start off with the understanding of
[00:12:09.300]what it is in the room.
[00:12:10.868]Every one of you walked into the room today
[00:12:12.408]with a sense of what is going on in here, wonderment.
[00:12:15.286]That's content and you didn't know
[00:12:17.076]what was gonna happen today and that's ambiguity
[00:12:19.838]and then you have an emotional gut feel
[00:12:21.619]about that and that's tension.
[00:12:24.023]But we tend to stop there as humans.
[00:12:26.241]We tend to stop there even as we teach.
[00:12:28.806]Stay in the tension space, that's where theory's built.
[00:12:31.309]What happens if I could disrupt it and break it
[00:12:34.480]and make it become actionable?
[00:12:36.885]So we teach them collaboration and empathy.
[00:12:39.052]Those conflict depending on what you're trying to do, right?
[00:12:42.955]I may need empathy first, I may need you
[00:12:44.836]to need to recognize your journey
[00:12:46.419]before I can collaborate with you and vice-versa.
[00:12:48.581]Or in collaboration has to come first
[00:12:50.797]so I can spend time with you,
[00:12:52.895]I can understand who you are and why we do things together.
[00:12:56.287]And then we work together on the a-ha,
[00:12:58.862]the new ideation, the new knowledge
[00:13:01.401]that transforms the content back.
[00:13:03.521]This might look kinda familiar for many of you.
[00:13:08.108]It's the problem play, it's Henry Gibson,
[00:13:11.277]it's George Bernard Shaw.
[00:13:13.474]We teach now in the same way
[00:13:16.110]that our people recognize as story.
[00:13:19.770]We teach through story.
[00:13:21.781]We watch sitcoms, we watch movies,
[00:13:24.485]we understand plot development
[00:13:27.417]so if you can take plot development and narrative structure
[00:13:30.082]and put it in play to solve solutions
[00:13:33.556]or make new mark of ideas, anybody can do it
[00:13:37.001]because we all have a purpose and we all have a story.
[00:13:40.100]So if you look at exposition and situation and unraveling
[00:13:43.689]as ideation, disruption, and a-ha,
[00:13:46.086]you transfer filmmaking and theater making
[00:13:49.489]and other kinds of story and storytelling devices
[00:13:52.369]into a class and as a practice
[00:13:55.775]the student no longer expects
[00:13:57.228]to know what they entered the room.
[00:13:59.072]Are they characters, are they narrators,
[00:14:05.702]It's not about telling students anymore
[00:14:07.202]what he or she needs, it's about becoming
[00:14:09.210]the narrative design of problem solving together,
[00:14:12.362]this class right here, this was,
[00:14:14.536]myself, the head of human rights program,
[00:14:17.368]and the head of career services
[00:14:18.856]talking about the DOD defense spending in America
[00:14:20.828]based on the needs and wants of cultural desires.
[00:14:24.516]And so right here they're dealing with,
[00:14:26.616]and it was based on something,
[00:14:27.949]it was connected to other things.
[00:14:29.440]We're a gateway, our classes are gateways.
[00:14:32.201]They're connections, additive learning, it's all additive.
[00:14:37.248]And our outcome looks like this.
[00:14:39.434]Critical perspectives, creative confidence,
[00:14:41.893]and innovative application, if you can teach
[00:14:44.074]the student and the faculty and staff
[00:14:47.349]to say and ask how and why,
[00:14:50.538]that it's okay to ask how and why,
[00:14:53.015]not because you might fail
[00:14:54.897]but because you fail fast and fail forward,
[00:14:57.117]you begin to build a modicum of confidence
[00:15:00.148]that allows their critical eye to not be judged.
[00:15:03.567]We remove the binary of the yes and no
[00:15:05.614]and the failure and success,
[00:15:06.964]but really we put it all together
[00:15:08.875]a practice model that allows you the fullest possibilities
[00:15:12.070]to innovate within their systems.
[00:15:15.647]So you've got to break down the binary
[00:15:18.175]of pass and fail in order to allow
[00:15:20.743]our next generation of learners
[00:15:22.598]and our next generation of educators
[00:15:24.743]to have the confidence to go in and disrupt,
[00:15:27.772]to be that disruptor we keep hearing about, right?
[00:15:32.878]And because of all this
[00:15:35.456]we become the very first university in the nation
[00:15:37.854]to have the first academic certificate
[00:15:39.916]focused on specifically applied creativity.
[00:15:42.066]This is a quote from our newest university president,
[00:15:44.329]Dr. Eric Spina who was at Syracuse
[00:15:46.530]for the last couple years,
[00:15:48.417]now he's ours and we're gonna be
[00:15:50.064]the first university in the country
[00:15:51.390]in which every student will take
[00:15:52.627]at least one course in innovation, humanity-centered
[00:15:54.402]applied creativity and entrepreneurial thinking.
[00:15:57.279]So when you get that you start
[00:15:59.004]to get these curriculum pieces.
[00:16:01.584]Now this is a framework
[00:16:04.167]for everything else, we're applied.
[00:16:06.987]We don't exist without you,
[00:16:08.453]I'm not cutting out the disciplines.
[00:16:10.486]I'm not saying it's not important to understand business
[00:16:12.716]and finance and any of those, and statics
[00:16:17.553]but if you take that and run it through creative confidence
[00:16:19.930]in these ways you begin to be able to develop
[00:16:22.683]four dimensional installational design
[00:16:24.877]to create problem solving.
[00:16:27.121]So our students now have the ability,
[00:16:28.979]not to just say, "I wrote a paper,
[00:16:30.546]"or a white paper, or a PowerPoint,
[00:16:33.399]"but I built something, I built a world,
[00:16:35.990]"I built a room, I built an experience
[00:16:38.787]"that now might look at autistic travel on land and trains
[00:16:43.415]"mixed with safe green space for PTSD
[00:16:45.519]"in a relationship to
[00:16:48.537]"cars and other kind of automated technologies."
[00:16:52.492]We're building experiences to test.
[00:16:55.731]And that brings us to our professional experience.
[00:16:59.004]So all of this combined is great
[00:17:00.552]but it needs something to lean into, right?
[00:17:04.211]We've got to do something with it so
[00:17:05.887]we run the collaboration accelerator.
[00:17:08.284]And this accelerator is our summer initiative
[00:17:10.869]that kick starts our entire studies
[00:17:12.884]in the fall and the spring.
[00:17:15.616]What you do is you bring multiple disciplines of study
[00:17:17.737]from the student population in the mix with art fellows,
[00:17:20.618]faculty, fellows, and staff,
[00:17:22.456]to start working together on trying to solve,
[00:17:25.152]solve, I use that loosely 'cause we're not trying to,
[00:17:29.321]it's a constant learning device.
[00:17:31.100]We're constantly moving but we're trying to get these ideas
[00:17:35.602]from these corporations and companies.
[00:17:38.396]The Air Force Research Lab, Emerson Climate Technologies,
[00:17:41.190]for those who don't know who Emerson is,
[00:17:42.585]they run every single coolant and heating capacity pieces
[00:17:45.119]in all of what you have in your house.
[00:17:47.118]Ascend Biomedical, the library systems,
[00:17:50.113]research institutions, Krush technologies
[00:17:51.680]is one of the leading, one of the new apps,
[00:17:54.165]relationship apps, dating apps in the globe.
[00:17:56.949]And they come to us and they say,
[00:17:59.019]"We've got a challenge."
[00:18:00.773]But it's not like I need a widget,
[00:18:03.093]I'm not a commercial, I don't tech transfer.
[00:18:05.449]But what we do is we try to find a way
[00:18:08.247]to make an idea their need,
[00:18:10.572]push it forward so they can do something bigger
[00:18:12.818]than they never thought of.
[00:18:14.262]So when you start taking an AFRL and their ideas,
[00:18:17.384]and Emerson, and you collide them together over 12 weeks
[00:18:20.807]you start presenting new potential marketable ideas
[00:18:24.632]for their companies because AFRL
[00:18:26.865]woulda never went to the libraries to say,
[00:18:28.417]"I have this idea," or, "I need this."
[00:18:30.451]We find the intersections in that disruption
[00:18:33.109]that allows to make things very real for everybody
[00:18:36.278]and so when you have these spaces like that,
[00:18:38.511]I'm gonna jump ahead but that's okay,
[00:18:40.405]I'm gonna get to some of the final pieces of those puzzles,
[00:18:42.698]I'll show you, 'cause last year
[00:18:44.265]one of the big pieces we did last year,
[00:18:46.728]Emerson came to us and asked us,
[00:18:49.574]"We need to know what is the future
[00:18:51.000]"of connectivity in 2050."
[00:18:54.123]And so what we did was we built a room,
[00:18:56.676]I built 'em an experience to walk through,
[00:18:58.166]pass through, and touch and as you touch that space,
[00:19:01.232]as you felt that space, you began to understand
[00:19:03.699]what human connectivity was
[00:19:05.017]and they walked away with a catalog
[00:19:06.869]that they were allowed to use
[00:19:08.142]any time they sat down and talked about
[00:19:09.609]potential heating and cooling aesthetics.
[00:19:13.143]So why, you can see this right here and now.
[00:19:15.271]We have a skills gap,
[00:19:16.690]we've talked about that a thousand times today.
[00:19:18.642]You cannot prepare students for the future
[00:19:20.801]if we don't know where the jobs are gonna be in the future.
[00:19:24.205]We've gotta teach our students to be able to use
[00:19:26.304]skills and tools that are much different
[00:19:28.888]to prepare them, to move them forward,
[00:19:30.669]for a malleable, pivot-able, nimble design
[00:19:33.146]of what happens after graduation.
[00:19:36.463]And how, it's your ecosystem.
[00:19:38.379]Senior leaders, administrators of this university,
[00:19:40.862]you've got to support and be prepared
[00:19:43.541]to find those faculty and staff who are willing to go to bat
[00:19:45.899]and try out these experiences and experiments in your class
[00:19:50.419]and in the community, our mayor, Nan Whaley,
[00:19:53.474]is very supportive of this.
[00:19:55.911]And the impact, you can see here,
[00:19:57.896]this contextual, it adds multi layers.
[00:20:00.452]It adds and creates humanity in the face
[00:20:02.921]of all this technology that is occurring.
[00:20:05.318]It allows us not just to sit and look at the tech
[00:20:07.360]as a need for money or profit,
[00:20:08.974]but allows us to check it out, understand why we need it
[00:20:11.981]and who needs it and who doesn't have it
[00:20:14.071]and how can we bring it to you
[00:20:15.528]regardless of what I studied in discipline.
[00:20:18.469]And next, like you, you're getting this new space,
[00:20:22.323]that's my new space, 120,000 square feet
[00:20:25.398]in the arcade in the center of the city of Dayton.
[00:20:28.263]That second floor will be mine
[00:20:29.967]as we develop a brand new social innovation look
[00:20:32.508]that merges business, engineering, and applied creativity
[00:20:36.442]along with other forms to think about everything
[00:20:38.379]outside the silos of teaching and learning,
[00:20:41.034]but really look at a playground for the mind,
[00:20:43.064]a playground for the community,
[00:20:44.461]and a playground for the city.
[00:20:46.402]So when you talk about emerging media arts
[00:20:48.605]at the very end here you gotta do five things,
[00:20:51.475]I'm telling you, these are examples
[00:20:53.207]of what we've worked on last year
[00:20:54.654]in our collaboration accelerator.
[00:20:56.134]The idea of connectivity, the idea of drone usage
[00:20:58.629]in America, and three manufacturing
[00:21:00.538]for vertical farming systems
[00:21:02.405]in under developed cities and urban markets.
[00:21:05.194]You got to build experiences, all of this tech
[00:21:09.804]means nothing if it doesn't have a soul.
[00:21:12.990]And you've got to know what the soul is
[00:21:14.641]and why you need the soul.
[00:21:16.767]You've gotta be able to allow the students
[00:21:18.344]to believe they can change the world.
[00:21:19.828]Do not sit on their dreams.
[00:21:21.819]Allow them to dream, dream with them.
[00:21:25.002]Meet them where they are.
[00:21:27.077]You've got to learn with them,
[00:21:28.712]you've got to become with them.
[00:21:30.547]360 degrees of learning, a flat hierarchy,
[00:21:33.349]communication and storytelling.
[00:21:37.281]Thank you everybody.
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