In short: it pushes the learner to

• reflect in advance about the type of impact they want to have

• be clear about the type of impact (social, economical, organizational, personal, field, etc) that they achieved

• show evidence of this impact

One of the questions that gets asked a lot in the jury presentations in the Master Service Design of the HSLU is:

"What's the impact?"

At first I didn't like that question. But I slowly got to like it when you look at it from a wide perspective.

knowing this question will come pushes learners to reflect on the impact they want to create. That's a good thing. Especially if it pushes the learners to explore what type of impact they are interested in. Do they want:

• personal impact

• social impact

• economical impact

• organizational impact

• etc.

Do they want to have a small but deep impact or a very large surface level impact?

Not every learner, speciality and project defines impact in the same way. And this question of impact pushes the learner to say: "for me, in my context, with my goals and my philosophy here is the type of impact I pursued."

Once you have that answer you can then argument it, show evidence for it, tell the story of it.

Backstage of this article

This article was illustrated and written by hand on a refurbished Remarkable II tablet. The handwritten text was converted into typed text using the connect service by Remarkable. If you are curious you can download the original note below.