Learner-Centered Networks: A Proposal for a New Education System

1. Learner-Centered Networks:A Proposal for a New Education System November 2007 Steve Jubb Liz Lian Katrina Scott-George CLICK

2. We want to care… … but the world’s systems are inadequate for caring. • Our society is struggling to adapt to a rapidly changing world • Commercial institutions have adapted and actively use new tools • Institutions serving the public good have not been able to keep up • As individuals, we feel limited in our ability to care for our world Education is where we can start caring systems Source: http://www.w3.org/2006/Talks/0427-sb-w3coverview-china/KidsHandOnGlobe.jpg CLICK

3. Current education change efforts are a Battle for the Box, not for the creation of a new system Free-market Innovators vs. Defenders of Public Education State & National • Reform Strategies • Governance (City takeovers, LEA diversification, charters) • Policy (certification, testing, accountability, choice) • Incentives (Pay for performance, vouchers, choice) • Protection Strategies • Collective Bargaining (working conditions, job security, evaluation) • Lobbying (funding, labor protection) • Organizing (protect, preserve, disrupt) Local • Capture & Control • Leadership • Human Capital • Curriculum • Assessment • Compete & Defeat • Outsourcing • Choice • Vouchers • Charters • Preserve & Improve • Strengthen contracts • Teacher empowerment • Local democratic control • Organizing What they believe about each other… Privatizers and Assimilationists Status Quo Incrementalists CLICK

4. "This will be the greatest opportunity for educational entrepreneurs, charter schools, competition and parental choice in America.” - Paul Vallas, Superintendent, New Orleans’ Recovery School District The Battle for the Box in their words… “School reform is a slow, steady, labor-intensive process…. ground-level solutions, such as high-quality leadership, staff collaboration, committed teachers, and clean and safe environments, have the best chance of success.” - Carl Cohn, Superintendent, San Diego Unified School District “It is a myth that making all kids proficient on state standards is some new and unrealistic directive by the federal government. Suggesting that California's goal is now impossible merely provides cover for those who are reluctant or unwilling to try.” - Rep. George Miller, Chairman, House Committee on Education and Labor “I believe there is a place where no child is left behind, where all children achieve grade-level proficiency and there is no achievement gap. It is called heaven.” - Carl Cohn, Superintendent, San Diego Unified School District CLICK

5. Headed for a wreck and stuck on the tracks • The crisis • Persistent achievement gap (50+ years after Brown v BOE) • Widening reality to expectation gap (100% proficiency by 2014) • Innovation gap (21st century needs, 19th century schools) by C.D. Stuart People in the box left without a plan, directionless, unempowered. CLICK

6. We need a ‘Blue Ocean’ strategy for creating a new education space “Do something different from everyone else, producing something that no one has yet seen, thereby creating a "blue ocean". Raise and create value for the market, while simultaneously reducing or eliminating features or services that are less valued by the current or future market.” CLICK

7. The solution we propose Create new organizations and new relationships that allow children to customize their learning Close the resource gap CLICK

8. Our observations about children define what ought to be true of a new learning architecture CLICK

9. Our observations about ourselves define what needs to be true of a new learning architecture CLICK

10. yeast Internet 2002 al-Qaeda Lymph system Neuron Our observation about how our universe is organized guides us in organizing for learning CLICK

11. Key Child Primary care-givers Primary teachers Educational resource Socio-cultural resource Peer Every child is part of a network And gains access to her teacher’s network And gains access to her parents’ network of resources The child starts forming strong peer relationships The child has a strong relationship with her parent As she grows older she starts to form independent relationships within these networks She starts school and develops a relationship with her primary teacher And further builds her network A strong network powerfully supports a child into adulthood. CLICK

12. Children isolated from positive adult networks form strong bonds with peers in similar circumstances. Parents may have a strong relationship with the child but a weak network to offer. The child may have a broken relationship with both teacher and parent. The child may have a broken relationship with their teacher. Key Child Primary care-givers Primary teachers Educational resource Socio-cultural resource Current learning networks easily break down and isolate learners Care-givers may have a broken relationship with their child. CLICK

13. We can build better networks for children Definition Problem Statement Design Principles Guarantee CLICK

14. We can build better networks for children and transform their learning experience and success Current State State $$$$$$$ District $$$$$ School $$$$ Child Classroom $$ Parent Child $ We can create robust, responsive networks with rich relationships that guarantee that real value is exchanged between the learner and providers of caring and learning resources Children and families are trapped and powerless in a system that does not use resources effectively and is not serving most children well INTERNAL ACCOUNTABILITY increases the significance and impact of relationships REAL-WORLD RELEVANCE authentically connects the learner to the real world AUTONOMY increases the power of the learner TRANSPARENCY allows learners to see additional resources and evaluate potential exchanges with better information OPENNESS allows the learner to build a more robust network CHOICE allows the learner to select resources aligned to her purpose and learning style Parents must act as advocates for their children in the bureaucracy, but have little power Children are at the bottom of a hierarchy of power and resources and increases access to network resources CLICK

15. Key Child Gov’t resource Family resource Other resource Networks expose the real resource gaps in a child’s education We can redefine available resources to create more robust networks for children CLICK CLICK

16. Necessary resource level The resource gap must be closed or we won’t be able to close the achievement gap Key Gov’t funded Family Other Resources Family A Family B Family C Family D CLICK

17. Removing constraints to learning and increasing learner choice unleash the most powerful resource of all - a motivated learner 2 covers of a textbook or anyhow? 4 walls of a classroom or anywhere? 6 hours of a day or anytime? 9 months of a year or any day? 13 years of a life or any age? CLICK

18. Child Learner Family Guide Learners need strong relationships to help them build their networks and navigate learning choices • Creating a Network Nucleus (Nux) for each child will strengthen and reinforce the existingfamily role and help the learner in two critical areas: • building the learner’s core network • navigating and selecting other network resources Learner • takes responsibility for defining purpose and setting learning goals Family • provides love and context for the child and is usually the primary supporter and decision-maker for the learner Key Guide • supplements family as filter for assessing learner and securing right resources for learning at the right time Advocate • caring role that forms deep bonds and persists over time (~ godparents/extended family) Advocate CLICK

19. Nux role 1: help the learner build a core network that provides communities of caring and learning Communities locate the learner within a broader context for learning and offer valued social functions: • Safe care for children while primary care-givers are working or engaging in other activities • Social activity, group play and fun • Socialization and moral development • Practice navigating groups and society Examples of communities in which the Nux will help to facilitate the learner’s participation: • Guide-based community • Place-based community • Interest-based community • Activity-based community • Spirituality-based community Relational, reciprocal, volitional, gift exchange, individual long-term Characteristics of core network links

20. Nux role 2: support the learner in navigating network resources and achieving learning goals TheNetwork Nucleushelps the learner access network resources and navigate learning choices. Knowledge Frameworksallow learners to aligntheir purpose with an expanded context of the world. Knowledge Frameworks Exchange Filters Exchange filtersfacilitate the identification and connection with resources of value. Learning Mediators Caring Providers Content Providers A Membership Marketensures a supportive, self-governing provider space aligned to the values of the community. Functional, skill-based, commodity exchange, short-term. May eventually become part of the learner’s core network. Characteristics of network resource links CLICK

21. Desired outcomes of a caring education space A new education space will bring about the value of caring through its vision of learner-centered networks. • The VISION of a caring system supporting each learner will: • Leverage natural principles of human systems • Establish a new social structure for learning • Use new, supportive technology applications • Society will demonstrate the VALUE of caring through: • Designing around natural characteristics of children • Innovations that close real educational equity gaps • Individuals and organizations who care in new, cooperative ways CLICK

22. Getting from here to there Institutions/Companies Individuals/Communities Theory of Motion Theory of Construction Vision and Value Stimulate Demand Develop Supply Theory of Change Theory of Doing CLICK

23. Getting from here to there - demand side Theory of Motion (Build WILL) Build will to take action toward a new paradigm • Get individuals/communities believing and engaging • Communicate ideas and vision • Listen to what people have to say (to modify ideas) • Listen for where energy is ready to be released • Offer or connect to avenues of action consistent with values • Put pressure on the current system • Create demand for something new (political will) Theory of Doing (Get it GOING) Start doing work consistent with the vision and values • Get individuals/communities doing • Use the motion of people to get things started • Focus energy on prototyping key ideas • Learn and adapt model based on experience • Change expectations • Create demand for growth and development of a new architecture CLICK

24. Getting from here to there - supply side Theory of Change (Change BEHAVIOR) Change behavior to bring about new paradigm • Get institutions/companies re-conceiving andcooperating • Communicate ideas and vision • Disconfirm current paradigm • Create urgency • Provide safe pathway to new paradigm • Create framework for new behaviors • Commit to supporting the development of a new paradigm (supply) Theory of Construction (Get it GROWING) Build a scalable model • Get institutions/companies building • Scaffold design and implementation of architecture components • Identify partners for design, incubation and engagement on each component • Develop a new architecture for learner-centered networks (supply) CLICK

25. New system development model Moving Constructing Individuals/Communities Champion Implement Invest Adopt Understand Incubate Design Engage Supply Vision Demand Blueprint Convene Prototype Disconfirm Pilot Re-conceive Launch Cooperate Institutions/Companies Changing Doing CLICK

26. Appendix

27. The Learner in a learner-centered network has new expectations and responsibilities • The Learner’s Expectations • Learning happens anytime, anywhere and is not linked to one place and time. • I have the power to determine the goals, learning plan and the value of learning resources. • I have the responsibility to educate myself by building my network and adding value. • My time is valuable. Resources depend on investment of my time and attention. • Learning is a two-way process. While I learn, I can help others learn. • The Learner’s Responsibilities • I will build and manage my network of resources for transition into adult life. • I have final responsibility for securing my education. • I have the power and responsibility to determine the value of the learning-teaching-doing exchange. CLICK

28. A new social architecture supports the learner: a core network or Nux (family, guide & advocate) The Nux helps the Learner develop her own network of learning, caring and content resources. Learner Nux Guide Advocate Family Specifically, the Nux role in the Learner’s development is to: • Guarantee network structural robustness • Guarantee network interaction richness, responsiveness, resiliency • Guarantee value of the network exchanges • Facilitate the flow of care, learning and content relevant to the Learner. CLICK

29. The Nux roles bring robust, yet differentiated support to the Learner’s development CLICK

30. Learner Nux Guide Advocate Family Advocate Organization Guide Organization Nux Layer Family Organization Developing robust learner-centered networks requires a new social architecture A Social Contract ensures full network resources for each learner and family through participation in a new learner-centered architecture. The Guide and Advocate are new roles thatprovide the learner with a resilient and rich core network, or the Nux. The Nux Layer provides organizational support to the core network roles and relationshipsensuring depth and responsiveness. CLICK

31. The Learner can access a coherent set of resources from the Membership Market The Membership Market offers the Learner the learning, caring and content resources needed for her development. Membership Market Characteristics • Define common standards • Ensure robustness of provider networks Learning Exchange Network Caring Exchange Network Membership Market Principles Content Access Providers Network • Ownership by participation • Self-organizing • Distributive power and functions • Distributive governance • Co-opetition • Unity of purpose with organic adaptation CLICK

32. Each type of Membership Market organization develops the Learner on different dimensions CLICK

33. The Knowledge Framework provides context for the learner to identify resources of value The Knowledge Framework maps learner purpose within the context of world knowledge. Knowledge Framework Characteristics Knowledge Framework • Provide multiple frames for knowledge • Map learner purpose to knowledge resources Knowledge Framework Principles • Ownership by participation • Guided by learner purpose • Continuous learning system CLICK

34. The Exchange Filter facilitates the fulfillment of learner needs The Exchange Filter acts as a resource filter for the Nux and builds links between the Nux and selected resources. Exchange Filter Characteristics Exchange Filter • Define learner criteria for finding resources • Collect and provide relevant data to learner/provider • Verify identities • Establish the connection between learner and provider Exchange Filter Principles • Ownership by participation • Driven by learner purpose • Continuous learning system CLICK

35. Each Exchange Filter component contributes value in the exchange CLICK

36. A new shared infrastructure requires new tools for the learner and the nux CLICK

37. A new shared infrastructure requires new tools for the learner and the nux CLICK

38. A learner identity facilitates the determination of value • Learner Characteristics • Age • Competencies • Skills • Network identity • Exchange history, which includes: • Exchange ratings • Network affiliations • Special needs A learner identity is the unique aggregation of these elements for a learner. Society determines the value of learning from the exchanges of a learner’s network. CLICK

39. A network identity facilitates determining the level of network robustness Network characteristics describe: Network size Network shape Network interconnectivity Network diversity A network identity describes the topological robustness of a unique network. CLICK