"silos support farmers, not the learning ecosystem" by susan meek- serious play conference...
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Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference ABSTRACT: In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.TRANSCRIPT
SILOS SUPPORT FARMERS, NOT THE LEARNING ECOSYSTEM Serious Play Conference
What is an Ecosystem?
What is an Ecosystem?
q Interdependent q Inter-related q Sustainable
Learning Ecosystem
¤ Holistic approach ¤ Thrives when in
balance ¤ Collaboration Learning
Ecosystem
Students
Teachers
Content
Parents
Admin
Closed-Loop Instructional System
Source:
Boston Consulting Group analysis (2011)
Develop objectives for the educational
system
Develop curriculum & instructional
strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
Closed-Loop Instructional System
Each unit of the ecosystem relies on the success of the connected parts.
Develop objectives for the educational
system
Develop curriculum & instructional
strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
Information and Communication
Technology
Objectives for the Educational System
QUOTE: “If you don’t know where you are going, any road will get you there.”
~Lewis Carroll
Develop objectives for
the educational system
Develop curriculum & instructional strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ 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
Expectations
Core Academic Content n Literacy n Math n Science n Social studies and social
sciences n Arts and humanities
and 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
4 C’s of 21st Century Skills video
Curriculum & Instructional Strategies
Need to accommodate the recent trends in K12 education.
Develop objectives for
the educational system
Develop curriculum & instructional strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ Aligns with standards ¤ Timely, relevant, modular
multimedia ¤ Challenge-based / active
learning
New Horizon Report 2012
¨ 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
Trends Challenges
Emerging Technologies ¨ Mobile devices & apps ¨ Tablet computing ¨ Game-based learning ¨ Personal learning
environments ¨ Augmented reality ¨ Natural user interfaces
Deliver Instruction
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
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ Teacher facilitates student learning
¤ Demonstrates effective problem solving, exploration, creativity, and multiple solutions
¤ Lesson is engaging, effective and meaningful
Frequent & Ongoing Assessment
“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.”
~US Dept. of Ed 2010a, p. 35
Develop objectives for
the educational system
Develop curriculum & instructional strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ Real-time feedback to students and teachers
¤ Deep insight into learning gaps, enabling a tailored approach
¤ Naturally occurring (embedded)
Characteristics of…
¨ Mostly paper-based ¨ Mostly classroom-based ¨ Very formalized ¨ Highly synchronized ¨ Highly controlled
¨ User-generated content ¨ Power of the crowd ¨ Data on epic scale ¨ Architecture of
participation ¨ Network effects ¨ Openness
Assessment 1.0 Assessment 2.0
Source: Assessment 2.0 (Elliott 2007)
Interventions
Adaptive learning systems provide interventions based on the model’s predictions
Develop objectives for
the educational system
Develop curriculum & instructional strategies
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ Adaptive learning n Tailoring educational
opportunities to each student’s level of need and ability
¤ Professional development for teachers
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)
Track Outcomes & Learnings
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
Deliver instruction
Embed frequent and ongoing assessment
Provide appropriate interventions
Track outcomes and learnings
¤ Better informed decisions about strategy and resources
¤ Real-time data
Synergy Interactivity Engagement are maximized
Learning Ecosystem thrives when…
Technology ¨ Alignment with closed-loop instructional system ¨ Student motivation ¨ Teacher motivation
¤ Professional Development ¤ Planning
¨ Personalized learning ¨ Authentic learning
Rubric 1 2 3 4
Objec&ves and Goals
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
Technology directly addresses the learning objec5ves and requires higher level thinking skills (create, evaluate, analyze)
Curriculum / Instruc&onal Strategies
Technology has no direct correla5on with the curriculum or the desired instruc5onal strategy
Technology aligns with some of the standards
Technology aligns with the standards; content is high-‐quality and modular
Technology aligns with all the standards; abundant high-‐quality content that is modular and interac5ve
Instruc&on
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;
Technology encourages interac5vity and requires more than remembering and understanding
Technology is very interac5ve and requires evalua5ng, analyzing, and/or crea5ng informa5on; is prac5ced in an authen5c format; incorporates collabora5on
Rubric 1 2 3 4
Assessment
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
Feedback is con5nuous throughout the use of the technology and is provided to the student and teacher as a summary.
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
Interven&ons
Technology offers no adaptability to the student's learning needs
Technology offers more than one seOng for the student
Technology adjusts delivery based on the student's performance
Technology offers maximum ability to adjust to each student's learning needs
Outcomes Does not provide data on outcomes and learnings
Provides limited data on outcomes and learnings
Provides data that can be used at mul5ple levels
Provides real-‐5me data and enables detailed analysis at mul5ple levels
Rubric 1 2 3 4
Student Mo&va&on Student complains about technology tool
Student considers technology tool as engaging as regular coursework
Student enjoys technology as part of assigned work
Student seeks out technology outside of assigned work; students can use the technology independent of teacher support
Teacher 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
Technology does not add to the workload and provides beneficial assessment informa5on
Technology reduces the workload and provides repor5ng metrics to help with differen5a5on
User Friendly
student/teacher needs support to use the technology
limited amount of support needed by teacher/student to use the technology
Clear instruc5ons provided and very limited amount of support is needed by students/teachers to use the technology
Students/Teachers can use the technology without any outside support
Final thoughts
What do you find compelling about viewing the educational system holistically?
What key issues or concerns do you have?
Susan D. Meek Education Strategist BreakAway, Ltd. [email protected] 720-971-9830
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