Designed InGenuity (DIG)

**Designed inGenuity (DIG)** is a learning framework for the creative mind.

It emerged from a five-year experiment in Dayton, Oregon that we called The Dayton Experiment where a school district reimagined the learning experience based on the culture found in many high-growth, innovation-based companies.

From this experiment, The Dayton Practice was developed that used fast, iterative learning cycles that helped students find _purpose_ and _meaning_ and exponentially accelerate the rate of their learning.

While traditional education focuses on _product_, the Learning Cycles of the DIG framework focuses on _intention_ and _process_ recognizing that the product will emerge – one that will often surprise and surpass expectations.

In this learning journey, the DIG framework provides a glimpse into the way digital natives, perhaps, are Thinking Differently from previous generations. This framework also allows learners to quickly engage in all six levels of Bloom's Taxonomy.

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