Limits Bounding Analysis (LBA)
Pushing beyond the next horizon!
What do you mean by "beyond the horizon"?
If even the most optimistic of us are honest, there are boundaries beyond which we cannot go.
We cannot live underwater without air. We cannot fly without assistance, etc.
Too often, though, we accept boundaries that are either completely false (e.g. the world drops off in the Atlantic Ocean) or maybe used to be true, but are not true anymore (e.g. the relative efficiency of telecommuting or online collaboration versus meeting attendance.)
Our students will perform Limits Bounding Analysis (LBA) on most, if not all, of their deliverables in order to determine where real boundaries are, as well as to project what becomes possible when a boundary is moved (or removed). I will give you an example.
A student develops his Invention and Design prototype. He/she then tests it, optimizes it as well as possible. They will then have to write a report outlining how they could have made the prototype faster, stronger, lighter, more portable, greater capacity, more efficient, etc. They will then have to explain why they did not do these things to their prototype before considering it optimized.
Eventually, they will hit a real boundary (e.g. “I need a material with more tensile strength in order to make the next round of improvements.”) They will then have to report what will become possible should that boundary change.
This process will truly position our graduates to lead the emerging world because, in 10 years, when they pick up their newspaper (or whatever we are reading at that time) and read that a new high-tensile-strength material has just been developed, they will know what they can next do with their prototype.
They do not have to think about it. They will be poised to exploit the shift in boundaries.
This is how they will lead the emerging world: by leading beyond the next horizon!
We cannot live underwater without air. We cannot fly without assistance, etc.
Too often, though, we accept boundaries that are either completely false (e.g. the world drops off in the Atlantic Ocean) or maybe used to be true, but are not true anymore (e.g. the relative efficiency of telecommuting or online collaboration versus meeting attendance.)
Our students will perform Limits Bounding Analysis (LBA) on most, if not all, of their deliverables in order to determine where real boundaries are, as well as to project what becomes possible when a boundary is moved (or removed). I will give you an example.
A student develops his Invention and Design prototype. He/she then tests it, optimizes it as well as possible. They will then have to write a report outlining how they could have made the prototype faster, stronger, lighter, more portable, greater capacity, more efficient, etc. They will then have to explain why they did not do these things to their prototype before considering it optimized.
Eventually, they will hit a real boundary (e.g. “I need a material with more tensile strength in order to make the next round of improvements.”) They will then have to report what will become possible should that boundary change.
This process will truly position our graduates to lead the emerging world because, in 10 years, when they pick up their newspaper (or whatever we are reading at that time) and read that a new high-tensile-strength material has just been developed, they will know what they can next do with their prototype.
They do not have to think about it. They will be poised to exploit the shift in boundaries.
This is how they will lead the emerging world: by leading beyond the next horizon!