PLUS Acumen

acumen founder on cspan global poverty 29 november 2014

chapters eg dc

FEATURED COURSES

  • SPRING 2015

    MAKING SENSE OF SOCIAL IMPACT: ACUMEN’S BUILDING BLOCKS FOR IMPACT ...

    COURSE PARTNER: ACUMEN

    Making Sense of Social Impact: Acumen’s  Building Blocks for Impact Analysis What does social impact mean? How does Acumen assess social impact when considering potential investments? How can you apply the same concepts elsewhere? One of the most common questions we get is how we measure our…

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  • SPRING 2015

    STORYTELLING FOR CHANGE

    COURSE PARTNER: THE ARIEL GROUP

    Storytelling for Change is a 6 module course that will help you better connect with your audience, whether in a meeting with one person or in a presentation to hundreds of people. The course is 7 weeks long as one of the modules requires two weeks to complete. Acumen and The Ariel Group have created…

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  • SPRING 2015

    DESIGN KIT: THE COURSE FOR HUMAN-CENTERED DESIGN

    COURSE PARTNER: IDEO.ORG

    ​​Design Kit: The Course for Human-Centered Design is a seven-week curriculum that will introduce you to the concepts of human-centered design and how this approach can be used to create innovative, effective, and sustainable solutions for social change. This course has been created to reach those…

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  • SPRING 2015

    MAKING SENSE OF SOCIAL IMPACT: ACUMEN’S BUILDING BLOCKS FOR IMPACT ...

    COURSE PARTNER: ACUMEN

    Making Sense of Social Impact: Acumen’s  Building Blocks for Impact Analysis What does social impact mean? How does Acumen assess social impact when considering potential investments? How can you apply the same concepts elsewhere? One of the most common questions we get is how we measure our…

    LEARN MORE

  • SPRING 2015

    STORYTELLING FOR CHANGE

    COURSE PARTNER: THE ARIEL GROUP

    Storytelling for Change is a 6 module course that will help you better connect with your audience, whether in a meeting with one person or in a presentation to hundreds of people. The course is 7 weeks long as one of the modules requires two weeks to complete. Acumen and The Ariel Group have created…

    LEARN MORE

FREE ONLINE COURSES

We created +Acumen to give people a meaningful way to ‘Add Acumen’ to their lives, and our online courses are a new way to do just that. With 7+ years of experience running our flagship Acumen Global Fellows Program, we saw an opportunity to use online tools to scale the impact of our traditional leadership development programs to equip more emerging leaders with the tools, knowledge, and networks to change the way the world tackles poverty. At Acumen, leadership begins with moral imagination: the humility to see the world as it is, and the audacity to imagine the world as it could be. Combined with operational skills and financial skills, our courses aim to equip emerging change leaders with the tools to change the way the world tackles poverty and build a world based on dignity.

ACUMEN’S LEADERSHIP MODEL

leadership-model-vennEach of our +Acumen courses fits under one of the three areas of Acumen’s Leadership Model.

Moral Imagination:

Operational Skills:

Financial Skills:

We are constantly iterating our existing courses and designing new courses, so check back for updates or sign-up to our newsletter to be notified about new courses.

  • SPRING 2015

    ACUMEN ESSENTIALS I: INTRO TO MORAL IMAGINATION AND CHALLENGES IN POVERTY ALLEVIATION

    COURSE PARTNER:ACUMEN

    LEARN MORE
  •  
  • SPRING 2015

    STORYTELLING FOR CHANGE

    COURSE PARTNER:THE ARIEL GROUP

    LEARN MORE
  •  
  • SPRING 2015

    DESIGN KIT: THE COURSE FOR HUMAN-CENTERED DESIGN

    COURSE PARTNER:IDEO.ORG

    LEARN MORE
  • SPRING 2015

    LEAN FOR SOCIAL CHANGE

    COURSE PARTNER:ACUMEN

    LEARN MORE
  •  
  • SPRING 2015

    TRUTH, TRUST, TRIBES & TRIALS: MARKETING WITH DIGNITY AT THE BASE OF THE PYRAMID

    COURSE PARTNER:ACUMEN

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  •  
  • SPRING 2015

    BOARD STRATEGY FOR SOCIAL ENTERPRISE: BEST PRACTICES TO MAXIMIZE YOUR IMPACT

    COURSE PARTNER:ACCION VENTURE LAB

    LEARN MORE
  • SPRING 2015

    ADAPTIVE LEADERSHIP: MOBILIZING FOR CHANGE

    COURSE PARTNER:CAMBRIDGE LEADERSHIP ASSOCIATES

    LEARN MORE
  •  
  • SPRING 2015

    MAKING SENSE OF SOCIAL IMPACT: ACUMEN’S BUILDING BLOCKS FOR IMPACT ANALYSIS

    COURSE PARTNER:ACUMEN

    LEARN MORE
  •  
  • SPRING 2015

    FINANCIAL SUSTAINABILITY: THE NUMBERS SIDE OF SOCIAL ENTERPRISE

    COURSE PARTNER:DR. ERIK SIMANIS

    LEARN MORE
  • FALL 2015

    THE GOOD SOCIETY SESSIONS: IDENTITY

    COURSE PARTNER:ACUMEN

    LEARN MORE

HOW OUR COURSES WORK

THE BEST OF ONLINE & OFFLINE LEARNING

for website +Acumen course correctedOur courses blend the best of online and offline learning by asking that you form a group to meet with to discuss course content weekly. We highly recommend you register with a group of your friends or colleagues to tackle challenges and learn together. If you’re registering on your own, instructions on how to find and form a group will be provided at the beginning of each course. We offer a Statement of Accomplishment for students who complete the requirements for each course. Many participants invest in building their leadership skills through multiple +Acumen courses. Involvement in +Acumen is taken into account for all those looking to get further involved in Acumen’s work investing in companies, leaders and ideas.

COMMUNITY STORIES

  • MAKOTO MATSUURA

    OSAKA, JAPAN | "MAKING SENSE OF SOCIAL IMPACT: ACUMEN'S BUILDING BLOCKS FOR IMPACT ANALYSIS"

    I joined this course thinking I already understood the framework for measuring social impact, but the course materials and the discussions with my course group really challenged my thinking. These examples pushed my group to think more critically about quantifying the ways our work in the field…

    READ MORE

  • MELIOR JOSEPH AND ELLEN FEIG

    ST. LOUISE, HAITI AND NEW YORK, US | "HUMAN CENTERED DESIGN FOR SOCIAL INNOVATION"

    The team  included Melior Joseph, a law student studying in St. Louise, Haiti and Ellen Feig, an assistant professor of English from Yonkers, New York.  Both individuals signed up for the course on their own. Neither could imagine how the course would unfold…

    READ MORE

  • MARICA RIZZO

    VANCOUVER, CANADA | "STORYTELLING FOR CHANGE"

    After participating in the course, we made a deliberate decision to abandon our old presentation style and to fill our presentation with the stories of our experiences and lessons learned, while intertwining the key messages and metrics into the flow of the presentation. The result?

    READ MORE

  • RHODA OMENYA

    KENYA | "ACUMEN ESSENTIALS I: INTRO TO MORAL IMAGINATION AND CHALLENGES IN POVERTY ALLEVIATION"

    Everlyn lived in Kibera, which was far from her new workplace, so she travelled far each morning to arrive for the morning shift. She had a chair, but it was broken and only had three legs, so she couldn’t sit comfortably…  

    READ MORE

  • MAKOTO MATSUURA

    OSAKA, JAPAN | "MAKING SENSE OF SOCIAL IMPACT: ACUMEN'S BUILDING BLOCKS FOR IMPACT ANALYSIS"

    I joined this course thinking I already understood the framework for measuring social impact, but the course materials and the discussions with my course group really challenged my thinking. These examples pushed my group to think more critically about quantifying the ways our work in the field…

    READ MORE

  • MELIOR JOSEPH AND ELLEN FEIG

    ST. LOUISE, HAITI AND NEW YORK, US | "HUMAN CENTERED DESIGN FOR SOCIAL INNOVATION"

    The team  included Melior Joseph, a law student studying in St. Louise, Haiti and Ellen Feig, an assistant professor of English from Yonkers, New York.  Both individuals signed up for the course on their own. Neither could imagine how the course would unfold…

    READ MORE

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Permalink Reply by chris macrae on November 30, 2014 at 2:11pm
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survey 1of child centric education

My dream: everyone experiences Harrison Owen OpenSpace After%20the%20Rage.pdf

IF SCHOOLS were child centric they would make age relevant interventions:

if anyone is illiterate at age 6 it only takes 90 days to change that - best of all a literate kid can be main helper in 20 minute session - see sunita gandhi

finacial literacy would be practicsed from age 8 - see aflatoun ( works in 100 countries

from age 10 pre-teens would have access to pfysical and mental health studies designed peer to peer -see Lancet

no kid would leave primary school without knowing how open space meetings/teamwork is facilitated

teachers would be celebrated for clarifying which skills involve experiential learning not classroom examination - while there is some recognition that music and sports involve practice, its shocking that coding isnt valued this way ..

==============

Do you have life-changing moment to share? - what was it and what did you think or do differently after it?

example until 9/11, i assumed that (good) futures are happening somewhere in the world and would be searched out so that all could communally replicate them;  === 9/11 caused me to question whether global connectivity will give us time to find sustainable solutions for our kids- i became particulaly interested in places where good education leaps appeared but did not get app'd the world over - one example actually goes back to my favorite 1990s advances in schools that a small cliuster of new zealand schools pioneered - download it here https://oiipdf.com/download/the-learning-revolution

i welcome discussion of this book's parts at any time rsvp chris.macrae@yahoo.co.uk if you have a solution every community that develops youth could be cooperational

in 1984our book with economist editors 2025report made the case for 40 year commitment to every child identifying own skils dashboard and maximising AI curation of this- we valued this as sustainability critical worldwide cooperation - we see no logic for changing this concern

== we live in an age where most up to half of knowhow of techforgood changes every 3 years - we needed mindsets for exploration not for being standard examined; a nation that makes its college students its largest debt class is likely to collapse economically socially environmentally if web3 is designed for celebrating sustainability cooperation; and if web3 is not designed for neough yout to linkin the first sustainability generation then we are all heading the way of the dodo

I am learn to learn

chris.macrae@yahoo.co.uk  

TECH - What is IT? and which exponential multipliers most impact human and natural futures?

AI   >. silicon chip singularity (ie when one chip > one brain in pure analytical capacity) - science fictiion no moore

who programs the ai - the race to include lost voices eg girls- the world of statistics re=-examined like never before (eg previously mass statistics very weak at coding meaining from numbers)

Biotech  >> Affective science (loveq and emotional intelligence remains human's unique edge over artificials for at least 10 more years!)

Some people say that Virtual or Augmented Reality has advanced at its best so far in last 12 months that there are hardly any qualified teachers only pioneering explorers- does this matter - well its VR which is your gateway to web3 - intead of just a mobile device you will like wear  a visual sensor system; equally others argue that you shouldnt worry about how fast you put googles on - what you should want is to take back ownbership of what you spend time creating virually- look at the small print of the big platforms you probably dont own anything without them..maybe this is a generation issue bu interstingly the met-generation can now work on chnaging anything that old systems are destroying (eg climate) ...t 

 IOT which things will now have brains and be as mobile connected as you are

Crypto - can communities celebrate financiang their own most urgent sustainability cooperations? if they dont who wil?

Cyber >> Drone - opportunities and threats of public spaces- first in spaces like the arctic circle if we dont use drones we will get no warning before the big meltdown

-the mkist memorable western campus event i attended in 2010s was tufts colllaboratory summit convened mainly by arctic circle youth under 25; 

one of the main debates how to help teachers in arctic circle schools empower their students to use virtual reality to visit other arctic circles schools communities; many of the changes and solutions are analogous; I am reminded by educators leading the compilation of virtual realty libraries of the DICE acronym - a reen might want to do something dangerous like climb everest, why not VR simulate that? there are impossible things a trainee doctor will never be able to travel inside a humans gut but that can be VR'd; there are catastropghic simulations - you would rid the world of bees just to test if donald is wrong about nature being more powerful than he is, you can simulate it; or the future of smart tourism may be curation of what a community is proudest of being visited for - this way ecotourism, cultural appreciation exchanges can be twinned to maximise celebration of each other- and by the way friends of the tourist can join in virtually- of corse this raises a metaverse question - that Hong Kong is leading the world on

being 100% public - good and bad hacs- note context matters - context 1 smart city context 2 isolated vilalge no moore context 3 make a huge land safe at borders

3D printing aka additive engineering

Big Data Small by market tech sector Leapfrogging

Nano cf einstein - to innovate science model more micro

Blockchain

Downloads from MIT Innovations journal

Volume 2

Issue 4 - Fall 2007 - Sharing the Health   
Issue 3 - Summer 2007 - The Singular Insights of Many Minds: Collaborative Innovation and Collective Intelligence   
Issue 1-2 - Winter/Spring 2007 - Microfinance 2.0   
Volume 1
Issue 4 - Fall 2006   
Issue 3 - Summer 2006   
Issue 2 - Spring 2006   
Issue 1 - Winter 2006   

downloads library 1: MIT innovations journal special issue youth economics opportunities

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