“Traditional, passive learning informs you. It fills a knowledge gap. Transformative learning changes you by opening you up to new perspectives and new levels of self-awareness. MDI.TOKYO uses active, participant-centered learning designs to deliver transformative learning experiences that help you see yourself and the world of business in new ways.”
Achieving the best version of your professional self through transformative learning experiences.
Our mission is to develop professionals who are prepared to manage, negotiate, find and solve problems, innovate, inspire, and engage in ethical, entrepreneurial approaches to value creation.
To accomplish our mission, MDI.TOKYO instructors with a passion for Teaching, Learning, and Development (TLD) facilitate our Programs and Courses. We leverage the Science of Learning, intrinsic- and extrinsic motivators and active-learning, participant-centered Program & Course designs to drive better learning outcomes.
The MDI.TOKYO experience is distinguished by:
- Active, participant-centered, team-based learning.
- Premium contents (cases and supplemental readings) made available from the digital repository at Harvard Business School Publishing.
- Access to an online Learning Management System (LMS).
- Program and course syllabi rooted in the Science of Learning and focused on teaching, learning and development.
- A welcoming, collaborative community of Learners.
- Self-directed career planning tools and frameworks.
At MDI.TOKYO your learning journey is rooted in empathy for how professionals want to learn.
Unlike schools that believe learning with a scholar requires you to learn like a scholar (whose primary focus is creating knowledge for publication in academic journals), we believe professionals want to learn joyfully, actively, socially, and in ways that can be applied when they return to their office.
Why does MDI.TOKYO use Learning Teams?
At MDI.TOKYO we use Learning Teams because we know that diverse, self-selected teams will more precisely map theories and concepts to the needs of their team members and their respective employers, generating a greater sense of ownership of the learning process, ultimately creating more value and impact.
Additionally, through team-based collaboration, you will learn to politely challenge, persuade and inspire others; to respect and reconcile different opinions; and to make hard decisions in conditions of uncertainty.
In the use of Learning Teams, we are in good company…
…“[t]he whole goal for us is that education must be transformative. We used to think the transformation happened through the books. But now we know that people can be transformed through their interactions with peers.”
-Prof. Rakesh Khurana, HBS
Active, Participant-Centered Learning Designs
In our Programs & Courses, MDI.TOKYO employs Participant-Centered, Active Learning methods with a strong emphasis on case analysis performed by Learning Teams. This means our Learning Sessions are NOT an old(er) person talking for 90 minutes or more at the front of the classroom while participants sit at their desk! Instead, everyone has a role to play.
Why do we take this approach?
Active, Participant-Centered Learning approaches more fully engage stakeholders, leading to better learning outcomes which can translate into bigger impacts on stakeholder organizations and society.
How do we facilitate teaching, learning and development?
In case-based Programs and Courses the learning design includes activities at the individual, Learning Team, and Section Cohort levels. Activities include reading, small and large group discussions, brief writing exercises with a focus on persuasion, presentations, Q&A, and reflection papers (key takeaways, critical thinking, and ethical reasoning).
Each case study will put you and your Learning Team in the middle of challenging, real-life business dilemmas, and ask you to make the decisions that will enable the firm to survive, thrive and grow (or not). Your ideas will be challenged through civil dialogue with your learning team, your fellow section cohort participants, and the instructor.
In Negotiation Courses and Modules, the learning design includes activities at the individual, pair, team, and cohort levels. Activities include role plays, debriefings, and reflection brief writing exercises.
Each Role Play requires you to conduct a negotiation analysis and develop a pre-negotiation strategy. After each negotiation there is a debriefing and an opportunity to reflect. As you gain confidence, you get a better feel for both the art and the science of negotiation.
What kind of results can you expect?
Participants who diligently prepare before Learning Sessions, who enthusiastically participate during Learning Sessions, and who reflect sincerely at the conclusion of each Learning Session are likely to see themselves, and the professional world, in important new ways.
Specifically, as the work of Jack Mezirow suggests, Transformative Learning Experiences enable you to 1) become aware of your own biases and assumptions in the way you perceive and understand the world, 2) develop a “more inclusive, discriminating, and integrative” perspective of your self, others, and the environments in which you manage and lead, and 3) choose whether to make new choices about managing yourself and others based on your perspective transformation.
As you gain greater self-awareness and develop the skills that Employers value, your ability to create and claim value for your organization will improve, and you will be better positioned for advancement in your career.
The Science of Learning at MDI.TOKYO
MDI.TOKYO embeds the Science of Learning in all of its Program and Course learning designs in ways that complement the needs of busy professionals. For example, the learning designs depicted in the slides above reflect Prof. Ed Hess’ insights about the importance of After Action Reports to develop critical thinking skills. Similarly, the use of Learning Teams where members help one another learn and the use of Case Analysis Presentations reflects research results demonstrating that the most beneficial learning outcomes accrue to those who teach. Additionally…
SPREADING YOUR STUDY SESSIONS OVER TIME ENHANCES LEARNING OUTCOMES
Learners “often ‘mass’ their study—in other words, they cram. But distributing learning over time is much more effective.”
-Dunlosky, et al.
At MDI.TOKYO our Programs & Courses are designed with busy professionals in mind. Time for reflection, and learning at a manageable pace… these characteristics are consistent with the Science of Learning.
TESTING YOURSELF ENHANCES LEARNING OUTCOMES
“Although most [learners] prefer to take as few tests as possible, hundreds of experiments show that self-testing improves learning and retention.”
-Dunlosky, et al.
At MDI.TOKYO taking tests is a low stakes affair. We do not use your test scores to grade you. You use online tests to help you learn, and you use test scores to help you determine where you are mastering the topics, and where you need to increase your focus. And, all tests are voluntary, not mandatory.