Program Overview

INTENTION: How to design learning journeys, experiences and programmes using the LEARNING ARCHES to create transparency, collaboration, dialogue & co-ownership.

OUTCOME + FOCUS: A 1-day Learning Arch Design intro where you BUILD the learning arches with existing content and choose 1 of these 6 different foci. Or themes to explore & apply to all programmes in the session for up to 45 participants. Further breakdown below.

1. Coaching (learning), guidance & mentoring purpose & processes for 3P development. 
2. Setting the bigger ‘Call to adventure’ for all students and building ownership. 
3. Principals, Teaching Styles & learning (micro) experiments for future ready Andra/pedagogy
4. Designing Learning journeys (from macro to micro) with overarching competencies (professional & transversal), learning outcomes (back casted) + 7Cs or gamified learning experiences. 
5. Designing Learning journeys enhanced by AI & TECH
6. Designing and incorporating new Learning tracks to existing programmes. fx: geopolitics, personal agency, sustainability, AI in the workplace, regenerative business, or Leadership etc. 

We can then run follow up sessions with a 2nd & 3rd focus, layering it over the LA drawings from the first session. 

The sessions can be as far apart as you like, and we can support with designing (arching) the full implementation process inc. running micro experiments and team alignment etc.

We can work with up to 45 staff & students?

* CURRENT STUDENTS, ALUMNI, STAKEHOLDERS AND PARTNERS MUST BE PRESENT!

Agenda

• Check in with mindset
• LA part 1 – Draw time
• LA part 2 – Define content

• LA part 3 – Design learning
• LA part 4 – Design with chosen focus
• Celebrate & present

Process

Choose ONE of the following you need to share, discuss, explore, decide, consolidate and design to create a common approach based on existing and emerging in-house practice. It works well with activating KP Alumni & Master Archers in the community, process, and next steps.

At the moment, the trends I see are these, but we can works with a specific emerging need that is rising in your industry, sector, focus or craft.

• Coaching & mentoring – effective and useful HOLDING and LANDING of learning for formative, authentic and summative assessment. The outcome could be a shared assessment tool for personal growth for craft, character & confidence and/or attitude, mindset & value support measurement, and assessment

• Setting the bigger ‘Call to adventure’ for all students. Share, Focus, align and SET the learning style, space & culture for clarity, alignment, direction & resources! Set IDOHART to build confidence in content and competencies in craft through context & challenge. 

• Teaching Styles & learning (micro) experiments. Establish a shared Teaching & learning style, approach, methods, and language for balancing Action, Theory & Reflection (action-based learning) through SETTING, HOLDING & LANDING 

• Designing Learning journeys (macro to micro – overarching competencies, vision and impact level, 7Cs). Co-create competencies (SKA + 3P tasks & responsibilities) that can be overlayed on existing content / curriculum visualised through Learning Arch Design. A basic introduction to SETTING, HOLDING & LANDING of nested and inter-connected content and competencies through action based embodied and reflective learning. 

• Designing Learning journeys enhanced by tech (macro – incorporating tech as an asset to support learners and their learning) Exploring how to apply & overlay tech features (software & AI for testing, reflection & assessment etc.) that creates trust, efficiency and transparency in Diagnostic, formative, summative & authentic assessment) Develop an internal philosophy, strategy best ‘common’ practice for SETTING, HOLDING & LANDING.

• Designing and incorporating new Learning tracks to existing programmes. fx: geopolitics, personal agency, sustainability, AI in the workplace, regenerative business & Leadership etc. Design Micro upgrades &/or experiments using learning arches to explore, add & test new ‘work’ streams or competency tracks (skills, knowledge, attitudes, values, tasks & responsibilities) to update and enhance existing electives, BA & MBA courses. 

Is This for Us?

Kaospilot Designing and Facilitating Learning Spaces programmes are aimed towards third-level educators, program directors, trainers and edu-preneurs. This course is for you if you are looking for:

• The tools and mindset to define, design and de.liver new forms of powerful education.
• A methodology and framework for creating a new and innovative offline, online or hybrid education that engages your students.
• Creative ways to re-think education within the current restraints of governmental, financial and accreditation pressures.
• A course where you will learn the art and craft in education in terms of facilitating and designing inspiring and engaging learning spaces
• A consultant or process facilitator who wishes to explore the kaospilot approach and create experience-based workshops.

Testimonials

Kaos Pilot has been a trusted partner in advancing faculty development at ESADE Business School. Through the KP1 program, they have supported our professors in embracing active learning methodologies and reshaping their pedagogical mindset. In parallel, their work through KP2 and in-house training sessions has been instrumental in helping us design meaningful learning journeys—both at the course level and across entire programs. Kaos Pilot contribution has had a lasting impact on how we think about teaching and learning.

Andres Cuneo, Professor of Marketing & Founder of ESADE Center for Teaching and Learning

Our engagement with Kaospilot’s Designing and Facilitating Learning Spaces training began in 2016 and has since grown into a cornerstone of staff and curriculum development in our department.

The practical frameworks—particularly the Learning Arch and Vision Backcasting—have enabled us to visualise learning in new ways, plan with greater coherence, and foster collaboration among teams. The approach has fundamentally shifted how we approach reapproval and revalidation, supplanting static documentation with dynamic, shared models of pedagogical intent.

One direct outcome was the development of our MA Design for Industry 5.0, designed using tools and thinking from Part Two of the training. It is currently one of the only courses of its kind and is already delivering compelling results.

I would wholeheartedly recommend this training to any academic team looking to reimagine their practice and generate authentic, learner-centred innovation.

Nick Rhodes – Central Saint Martins / UAL – Programme Director & Professor Designate Product Ceramic & Industrial Design

At NTT we use the Kaospilot methodology to organize long-term training plans, so that we can visualize more clearly how to intervene and understand how to pursue the goals we set, going on to structure targeted pathways for the corporate population.

What we like most about the methodology is precisely the visualization, as it allows us to understand what training interventions/activities to organize and give us a way to have a fluid flow, with elements that land more or less deeply, depending on what we are interested in actually ‘staying’ with people.

More specifically, we apply the learning arch design and it’s methods such as SET: IDOART at the beginning of workshops (to share the day’s planning, figure out what the expectations are, dictate times, roles and rules) and at the end of the day, to ‘unveil’ how the learning arches work and how they can be applied to meetings and trainings and how they can follow up with their clients or the workshops they organize as a ‘clarification’ tool.

Cristina Paternoster, Head of Learning, Talent Growth and DE&I – and her team (Location: Rome / Milan)

”The Learning Arches forced us to re-think our curriculum and thereby our existing mindset. It is a long-term process designing a new intergrative and less complex curriculum, but using the Learning Arches in its total context (not only as a design technique) proves to be very powerful in making a fundamental change, in designing education that is focused at the students, and allowing teachers to (re) discover their passion and strength in their teaching profession.”

Theo de Jong Stenden, Lecturer at Stenden University

Transforming curricula towards truly engaged learning means going far beyond helping students understand where they are in a programme or why a particular course matters. If they are to create meaningful impact later in their professional lives, they need to learn how to connect knowledge, practice and real-world challenges — and to recognise how they themselves can contribute to change.

This is not achieved through one-off exercises. It requires complex, long-term transformation — change that needs inspiration, courage and momentum rather than being treated as an administrative process.

Through the Kaospilot approach, Simon has become a valued and trusted catalyst in this transformation. At crucial moments, he challenges our thinking, brings fresh perspectives and helps us move forward with an exceptionally positive and energising spirit. At the same time, he creates and holds the space in which meaningful change can emerge.

This work requires a deep understanding not only of educational programmes, but of educational institutions as a whole. Simon brings precisely this broader perspective to our collaboration.

I greatly value this collaboration and look forward to the ventures ahead.

 

Ruth Schmidt FHNW – Switzerland, Head of Vocational Training 

Our partnership with Kaospilot is a source of inspiration for how we design and deliver education. The Kaos philosophy strongly aligns with our approach, where variation, experimentation and real-world engagement are central.

We use the Kaos methods to create a balanced mix of learning activities, ranging from labs and workshops to industry assignments and peer feedback, within a blended learning environment. Tools such as Learning Arches and Vision Backcasting help us design purposeful learning journeys that remain flexible and adaptive.

This approach fosters active, student-centered learning and equips our students with the mindset and skills to navigate complexity with confidence.

Henriët Eilander & Fiona Schrage, Programme management Creative Media & Game Technologies, Hanze UAS Groningen

Approach

The unique KAOSPILOT approach is built around a rigorous training platform that dynamically combines practise, reflection and theory. You will be applying tools and theory, which you will learn about through practical exercises. Our approach enables you to acquire different mindsets to apply to your work. This includes experimentation, exploration and taking initiative.

You will have the opportunity to talk abuot your ideas for pedagogical and methodological change, but also practice and develop these. The programme will radically change your approach, help you grow as an individual and gain new perspectives.