"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Play Conference 2012

1. SILOS SUPPORT FARMERS, NOT THE LEARNING ECOSYSTEM Serious Play Conference

2. What is an Ecosystem?

3. What is an Ecosystem? q Interdependent q Inter-related q Sustainable

4. Learning Ecosystem Students ¤ Holistic approach ¤ Thrives when in balance Teachers Content ¤ Collaboration Learning Ecosystem Parents Admin

5. Closed-Loop Instructional System Develop objectives for the educational system Source: Develop curriculum & instructional strategies Boston Consulting Group analysis (2011) Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

6. Closed-Loop Instructional System Develop objectives for the educational system Each unit of the ecosystem relies on the success of the connected parts. Develop curriculum & instructional strategies Track outcomes and learnings Information and Communication Technology Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

7. Objectives for the Educational System ¤ Accommodate different learning styles and abilities ¤ Self-directed where students can set their own goals ¤ Clear, age appropriate and measurable ¤ 21st Century Skills / Digital literacies QUOTE: “If you don’t know where you are going, any road will get you there.” Develop objectives for the educational system Develop curriculum & instructional strategies ~Lewis Carroll Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

8. Expectations Critical Learning and Behavioral Skills n  Critical thinking and problem solving n  Finding and using information and information technology n  Creativity and innovation n  Civic responsibility n  Work ethic n  Personal responsibility n  Effective communication and collaboration Core Academic Content Literacy Math Science Social studies and social sciences Arts and humanities and n  n  n  n  n 

9. 4 C’s of 21st Century Skills video

10. Curriculum & Instructional Strategies ¤ Aligns with standards ¤ Timely, relevant, modular multimedia Need to accommodate the recent trends in K12 education. ¤ Challenge-based / active learning Develop objectives for the educational system Develop curriculum & instructional strategies Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

11. New Horizon Report 2012 Trends Challenges ¨  Shifting education paradigms ¨  Abundance of information ¨  BYOD ¨  24/7 Learning ¨  Technology ¨  Challenge-based, active learning ¨  Digital media literacy ¨  Blending formal and informal learning ¨  Tech infrastructure ¨  Institutional barriers ¨  Learning needs more real-life experiences ¨  Measuring learning out of classroom

12. Emerging Technologies ¨  Mobile devices & apps ¨  Tablet computing ¨  Game-based learning ¨  Personal learning environments ¨  Augmented reality ¨  Natural user interfaces

13. Deliver Instruction ¤ Teacher facilitates student learning ¤ Demonstrates effective problem solving, exploration, creativity, and multiple solutions ¤ Lesson is engaging, effective and meaningful The role of the teacher is evolving into that of a mentor, coach, and/or facilitator. Develop objectives for the educational system Develop curriculum & instructional strategies Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

14. Frequent & Ongoing Assessment ¤ Real-time feedback to students and teachers ¤ Deep insight into learning gaps, enabling a tailored approach ¤ Naturally occurring (embedded) “The goal of creating an interconnected feedback system would be to ensure that key decisions about learning are informed by data and that data are aggregated and made accessible at all levels of the education system for continuous improvement.” Develop objectives for the educational system Develop curriculum & instructional strategies Track outcomes and learnings ~US Dept. of Ed 2010a, p. 35 Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

15. Characteristics of… Assessment 1.0 Assessment 2.0 ¨  User-generated content ¨  Power of the crowd ¨  Data on epic scale ¨  Architecture of participation ¨  Network effects ¨  Openness ¨  Mostly paper-based ¨  Mostly classroom-based ¨  Very formalized ¨  Highly synchronized ¨  Highly controlled Source: Assessment 2.0 (Elliott 2007)

16. Interventions ¤ Adaptive learning n Tailoring educational opportunities to each student’s level of need and ability ¤ Professional development for teachers Adaptive learning systems provide interventions based on the model’s predictions Develop objectives for the educational system Develop curriculum & instructional strategies Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

17. Data Flow in a Typical Adaptive Learning System Source: Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics (US Dept. of Ed, 2012)

18. Track Outcomes & Learnings ¤ Better informed decisions about strategy and resources ¤ Real-time data Educational data mining is looking for new patterns in data. Learning analytics is applying known predictive models in instructional systems. Develop objectives for the educational system Develop curriculum & instructional strategies Track outcomes and learnings Provide appropriate interventions Deliver instruction Embed frequent and ongoing assessment

19. Learning Ecosystem thrives when… Synergy Interactivity Engagement are maximized

20. Technology ¨  Alignment with closed-loop instructional system ¨  Student motivation ¨  Teacher motivation ¤ Professional Development ¤ Planning ¨  Personalized learning ¨  Authentic learning

21. Rubric 1   2   3   4   Technology  directly  addresses   the  learning  objec5ves  and   requires  higher  level  thinking   skills  (create,  evaluate,  analyze)   Technology  has  no  direct   correla5on  with  the  learning   objec5ves   Technology  is  related  to  learning   objec5ves,  but  only  at  a  surface   level   Technology  provides  rote   memoriza5on  or  prac5ce  of   the  skill  desired   Objec&ves  and  Goals   Technology  aligns  with  all  the   standards;  abundant  high-­‐ quality  content  that  is  modular   and  interac5ve   Technology  has  no  direct   correla5on  with  the  curriculum  or   the  desired  instruc5onal  strategy   Technology  aligns  with  the   standards;  content  is  high-­‐ quality  and  modular   Technology  aligns  with  some  of   the  standards   Curriculum  /  Instruc&onal  Strategies   Technology  is  very  interac5ve   and  requires  evalua5ng,   analyzing,  and/or  crea5ng   informa5on;  is  prac5ced  in  an   authen5c  format;  incorporates   collabora5on   Technology  encourages   interac5vity  and  requires   more  than  remembering  and   understanding   Technology  offers  no  interac5vity;   student  is  not  able  to  set  goals  for   his/her  own  learning   Technology  provides  rote   memoriza5on  only  with  very   limited  interac5vity;   Instruc&on  

22. Rubric 1   2   3   4   Feedback  is   con5nuous   throughout  the  use   of  the  technology   and  is  provided  to   the  student  and   teacher  as  a   summary.     Technology  adjusts   delivery  based  on  the   student's   performance   Feedback  is  con5nuous   throughout  the  use  of   the  technology  and  is   provided  to  the  student   and  teacher  through  a   dashboard  repor5ng   system  integrated  with   a  LMS   Technology  offers   maximum  ability  to   adjust  to  each  student's   learning  needs   Feedback  is  very  limited   (correct/incorrect);   nothing  is  available  in   terms  of  a  report  to  the   teacher  and/or  student   In  addi5on  to  correct/ incorrect  feedback,  the   technology  provides   addi5onal  informa5on     and  limited  repor5ng   Assessment   Technology  offers  no   adaptability  to  the   student's  learning  needs   Technology  offers  more   than  one  seOng  for  the   student   Interven&ons   Provides  real-­‐5me  data   and  enables  detailed   analysis  at  mul5ple   levels   Provides  data  that   can  be  used  at   mul5ple  levels   Does  not  provide  data  on   outcomes  and  learnings   Provides  limited  data  on   outcomes  and  learnings   Outcomes  

23. Rubric 1   2   3   4   Student  seeks  out   technology  outside  of   assigned  work;  students   can  use  the  technology   independent  of  teacher   support   Technology  reduces  the   workload  and  provides   repor5ng  metrics  to   help  with   differen5a5on   Student  considers   technology  tool  as   engaging  as  regular   coursework   Student  enjoys   technology  as  part  of   assigned  work   Technology  does  not   add  to  the  workload   and  provides   beneficial  assessment   informa5on   Student  complains  about   technology  tool   Student  Mo&va&on   Technology  significantly   adds  to  the  teacher's   workload  without  any   benefit   Technology  adds  slightly   to  the  teacher's   workload  and  provides   minimal  benefit   Teacher  Mo&va&on   Clear  instruc5ons   provided  and  very   limited  amount  of   support  is  needed  by   students/teachers  to   use  the  technology   limited  amount  of   support  needed  by   teacher/student  to  use   the  technology   Students/Teachers  can   use  the  technology   without  any  outside   support   student/teacher  needs   support  to  use  the   technology   User  Friendly  

24. Final thoughts What do you find compelling about viewing the educational system holistically? What key issues or concerns do you have?

25. For additional information, contact Susan D. Meek Education Strategist BreakAway, Ltd. smeek@breakawayltd.com 720-971-9830