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    As designers, we developed several key elements: (a) an intensive time management scheme based on the concept of Dynamic Project Control (DPC) wi… Read More
    As designers, we developed several key elements: (a) an intensive time management scheme based on the concept of Dynamic Project Control (DPC) with a coarse grained timeline and a fine grained schedule; (b) A complete document set to specify designers’ workflow and the design methodology for developing an XLP workshop; (c) A repository which collects technologies of different levels for educational use. We organized four 4-day XLP workshops in the summer, and currently designing two, one for 500 middle school students and the other for freshmen of Tsinghua University. Read Less
1. What is eXtreme Learning Process (XLP)?
The idea was formed in Summer 2012, at Tsinghua University. It is a way of designing and organizing learning activities. It  involves all participants, including the organizers and late-breaking technology providers, into the development of a specific product/service, in the meantime mobilize them to push the envelope of the collective potentials in learning. We worked with six departments and students from interdisciplinary backgrounds, designed the learner-centered learning process, and formally called Extreme Learning Process (XLP). The process strives to provide a learning experience that rewards both individuals and their associated working teams by collaboratively creating a set of complex, yet integrative products/services that utilize team members’ talents, and finally help all participants discover the potentials of group wisdom and awaken their awareness at different levels.
2. The XLPs
(1) The "Transdisciplinary System Design Challenge"
The Transdiscisciplinary System Design Challnege is a four-day, two-credit class at Tsinghua University, from Jan 14 -- Jan 17, 2013. The class involved 100 students from more than 20 department inside Tsinghua University, and about 50 people (students, faculties, technology providers) from more than 10 organizations around China. All people were divided into two groups: the challengers and the missionaries. The challenges are designing the challenge, so that all missionaries can have an integrated experience during the four days.
During nearly three months, the challengers prepare the challenge for the missionaries. We collected a huge amount of technologies and designed a complete workflow for the XLP preparation and execution. During the design process, we got in contact with more than 20 technology providers, Maker Spaces, media associations and universities/departments. We coorperated MWorks (a company creates interdisciplinary simulation environment with Modelica language) to model all components in the challenge (sensors, LEGO modules, automation systems, and so on) in an integrated simulation; we worked with MakeBlock to create compatible components which can connect with LEGO modules and provide with modular mechanical structures; we integrated Wolfram Mathematica and Wolfram Alpha to the design, and make cloud-based computing available everywhere in the system... Everything we see, it's in our system design.
Then the missionaries take the course as a challenge. They were required to created what we had made in extremely short time (1.5 days), using a kit and some online instructions we provided. After that, all missionaries as groups would create a scientific proposal/ business plan based on a product they created, using existed or newly developed technology. The challenge would and did give all participants new understanding of knowledge learning, team working, product design, and connections between different technologies/systems.
(2) The First XLP -- 3D Printer Creative Product Workshop

A. Tsinghua University: high school students, undergraduate students and PHD students
B. Taiwan Tech: masters of Engineering Management

This video was made by a high school student during the workshop, it records the learning process, demonstrates their product prototype, and their team.
(3) Introduction to Engineering Management
             -- "Challenge on Production and Saling System"

The first official target audience is the first class of Master of Engineering Management of Tsinghua University. From Aug. 22 to Aug. 25 2012, 74 Master students from age 23 -- 50, and from 7 majors took this 4-day, 2-credit class.

The video was made by the student team.
(4) Other two XLP workshops were also successfully ran by our team.

Advanced Mathematics Workshop
This XLP was tried in a vocational school at Tian Jin, China. The material covers amount of one usual semester. Students were required to use Mathematica, Scratch, 3D printers and so on to learn and understand important concepts and techniques. The schedule is as following:
Day 1 -- Functions and Limits
Day 2 -- Geometry
Day 3 -- Differential of Functions
Day 4 -- Integration

This program was supported by Higher Education Press.
Creative Incubator Orientation Program
This workshop was setup as the first activity and the orientation program of the Open Wisdom Lab at Interdisciplinary Research Center.

This XLP was designed to be more open-ended, and two groups of students created two products and finally presented to Prof. Chen Ji-Ning (the president of Tsinghua University):

a. Taoxue.in: Skipping Class to Learn in Chinese. A website for students to skip tedious classes and provides information of useful learning activities.
b. Ferrofluid Ship based on Hall Effect.
3. The Development of XLP
The design of XLP is full of fun and challenge. We collect all kinds of technologies, get ideas from different people have interdisciplinary backgrounds, organize workshops for multiple types of audience, and integrate knowledge/elements from all areas (including Engineering, Science, Mathematics, Business, Law, etc).
With Francois Taddei, the dean of CRI, Paris
Introducing XLP to Prof. Ed Crawley from MIT (now president of Skolkovo Tech).
A rock version of 3D printer, working with MakeBlock.
A scene from MEM XLP workshop.
Mind Storm sessions of XLP at Open Wisdom Lab.
It's not the beginning of the end, but merely the end of the beginning, a complete knowledge producing learning ecology is to be established, which includes both physical infrastructures (knowledge representation systems, social networks, learning environment and space, hard/soft ware, etc) and meaningful learner-centered learning activities.
4. Ongoing Designs and Projects
    a. A Distributed Workflow for Learning Processes
   b. Toyhouse's New Website (oc.toyhouse.cc)