About this course: From the very start of the specialization, your assignments will be geared toward tackling a complex issue of your choice that you face in your career path, industry, or field. Each phase of the course builds up to a briefing paper that analyzes, evaluates, and attempts to solve a highly complex problem. Not only does this course teach you a skill set, but it puts you further down the road in understanding the problems of your chosen field. It advances your knowledge of your own field by teaching you to look at it in new ways. This is the CAPSTONE where the scaffolding of our problem solving and innovation skills will bear fruit in a series of preparatory assignments to make your briefing paper as effective as possible.
Who is this class for: This course is for everyone: from any level of expertise, any field, any industry, any discipline. And for good reason. It teaches skills that enhance your work and endeavours, regardless of who you are. If you want to perform better in your career, to innovate in your field, and to improve your future prospects - take this course!
Created by: Macquarie University
Taught by: Shawn Ross, Associate Professor
Big History Institute
Taught by: David Baker, Associate Lecturer
Big History Institute
Taught by: David Christian, Professor
Big History Institute
| Basic Info |
Course 4 of 4 in the
Solving Complex Problems Specialization.
|
| Level | Beginner |
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
Syllabus
WEEK 1
Revising the problem definition
Welcome to the Capstone! This module contains all sorts of information on how to finish the final assignment. At the end of the module, you will review the problem definition you wrote at the end of Course 1.
1 video, 3 readings
Graded: Revising the problem definition
WEEK 2
Incorporating multi-disciplinary perspectives
Here you will review the summary of sources your produced at the end of Course 2, as well as the reflective exercise you completed at the end of Course 3.
Graded: Incorporating multi-disciplinary perspectives
WEEK 3
Projecting a status quo scenario
Here you will review the ‘status quo scenario’ from Course 3. Reflect on this prediction in light of the work you have done since you first formulated it.
Graded: Projecting a status quo scenario
WEEK 4
Developing innovative solutions
Here you will review your preferred innovation from Course 3 to address the problem you have articulated.
Graded: Developing innovative solutions
WEEK 5
Drafting a Complete Briefing Paper
Here you will now complete the final two sections of your Briefing Paper, and ensure that the paper proceeds smoothly and logically, with adequate signposts for the reader.
Graded: Drafting a complete Briefing Paper
WEEK 6
Revision, submission, and reflection
Nearly there!
Graded: Final revisions
Graded: Big History Briefing Paper
Graded: Reflections on your Big History Briefing Paper
FAQs
How It Works
Coursework
Each course is like an interactive textbook, featuring pre-recorded videos, quizzes and projects.
Help from Your Peers
Connect with thousands of other learners and debate ideas, discuss course material, and get help mastering concepts.
Certificates
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Creators
Macquarie University
Macquarie is a hub of inspired and unconstrained thinking. Macquarie was founded with a unique purpose: to bring minds together unhindered by tradition. Created to challenge the education establishment, Macquarie has a rich track record of innovation. Macquarie actively shapes the complex issues that define the future of humanity.
Pricing
| Audit | Purchase Course | |
|---|---|---|
| Access to course materials | Available | Available |
| Access to graded materials | Not available | Available |
| Receive a final grade | Not available | Available |
| Earn a shareable Course Certificate | Not available | Available |
Ratings and Reviews
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(1) It gave me an unique opportunity to perceive the World and its history from totally different perspective - free form any bias – religious, cultural, historical, emotional, etc.
(2) I think that it should be an obligatory part of educational curriculum in order to prepare youths to live in the VUCA (V-volatile, U-uncertain, C-complex, A-ambiguous)
(3) These will let them:
a. find a meaning in their lives in order to avoid depression, aggression and/or an addiction (as per Victor Frankl).
b. "Rather than prepare a man to the position to be taken, to teach him to create for itself a sphere of action, socially fruitful, and corresponding to its individuality…”
Thanks to the Big History Team !