Deep dive learning & Deeper Learning
In an educational or business context, to conduct a deep dive means to perform an extensive analysis of a subject or problem. It is a term that was used by the IDEO group for rapid product development. There are strategies associated with a deep dive – largely connected to the capacity to go into a topic with depth and speed. In a learning context, the same strategies and processes can allow the learner to go into a topic with greater capacity to understand connections, context and if a challenge, possible solutions (NB: DeepDive™ is also a commercial trademark).
DeepDive is a technique to rapidly immerse a group or team into a situation for problem solving or idea creation. It is often used for brainstorming product or process development.
‘Deeper learning’ is a term that describes a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. It is associated with a growing movement in the US that places special emphasis on the ability to apply knowledge to real-world circumstances and to solve novel problems. Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving and teamwork.
Originally developed by the IDEO group (a learning design company) for rapid product development, the DeepDive technique is now widely and increasingly used for innovation not only in product development, but process improvement and customer service strategies. The method used by IDEO was documented by Andy Boynton and Bill Fischer (of International Institute of Management Development (IMD) business school), who latterly further enhanced the process and sold the rights to Deloitte Consulting in 2006. This approach to innovation often focuses on four distinct areas: Process, Organization, Culture, and Leadership.
‘Deeper learning’ as an umbrella term for a set of educational outcomes, was first introduced by the William and Flore Hewlett Foundation in 2010. Specifically, this set of outcomes consists of six interrelated core competencies:
- Mastery of rigorous academic content
- Development of critical thinking and problem-solving skills
- The ability to work collaboratively
- Effective oral and written communication
- Learning how to learn
- Developing and maintaining an academic mindset
IDEO Deep Dive: https://vimeo.com/16456835
There are plenty of examples of research or projects where learners are deeply immersed into projects at an age younger than tertiary learning contexts. Learnlife believes that there is far more value to a learner if they are encouraged to go deeply into topics. Examples of this might include taking an idea through to product stage and beyond. Other examples might be when learners join authentic research projects managed by external organisations.
An example would be in the projects facilitated by involvement in an organisation such as the UK based Institute for Research in Schools: http://www.researchinschools.org/higgs_hunters/home.html.