The following are raw notes from our Accelerating Learning Innovation: Personalizing the Learning Environment break-out sessions. Were you in one of these sessions? If so, we’d love to hear from you in Comments to clarify any of the following (transcribed from the note pads.)
1. Designing With and For New Technologies
- Visible network of educational professionals: listserv, LinkedIn, etc. Allows for 1) sharing failures 2) virtual event (live or archived event)
- Introduce teachers to more tools
- Develop simple presentation or identify responsive web
- A method to know what teachers/educators are using for technology
- Central network/forum for communicating or addressing problems
- Is the problem that the tool doesn’t exist, or is it that no one knows where to find it?
- Site where teachers volunteer to pilot
- Can the D.O.E. find teachers who want to pilot? 1) Lots of teachers want to pilot technologies 2) organized 3) connect entrepreneurs to teachers 4) VEN 5) D.O.E. has teachers 6) Don’t reinvent social network 7) Edsurge 8 ) notifications/newsletters
- Individual profiles
- Forums (push, notifications, newsletters)
- Requests (push, notifications, newsletters)
- Tap into existing platforms – LinkedIn
- What people are using or can use
- Categorize technology
- Showcase success stories
- Highlighting best practices
2. Differentiated Learning Experiences
- Culture shift to differentiation is the biggest obstacle
- Need to see time-saving best practices
- Need algorithms for student choice without overwhelming or losing human element
Differentiation: Define the issue
We cannot continue to define all learners as “children” they are individuals who learn differently.
If we accept that all children can learn than we need to know HOW they learn.
We need to consider the needs of diverse students (autistic, gifted, etc)
We need to provide a variety of methods for students learn (hands on, explore, etc.)
We need options but not so many that it is overwhelming to students and teachers.
We need to provide effective differentiation not just student choice
We need to provide differentiation in assessment not just learning.
Differentiation is not isolation. We need social engagement
Peer to peer, small group, large group, and individual instruction can all be effective.
We need to collaborate and communicate better.
We need to balance technology with personal interaction.
Tools for differentiation must be intuitive and integrated
Need algorithms for student choice w/out overwhelming or losing human element
We need to teach students make wise choose activities wisely and understand how other people learn.
We need to teach students to take responsibility for learning.
Narrow the problem: What is the biggest roadblock to effective differentiation and how do we fix it?
There can be a philosophical roadblock; moving from teach the class to teach the student.
Teachers need time and permission from government, administrator, etc. to learn about their students.
The ability of teachers to focus on the Learner and facilitate student learning.
We need a repository of best practices, and examples.
Some existing resources are the Teaching channel and ACT: Accomplished California Teachers
We should highlight effective teachers in Utah
Make teachers aware of the resource so they can see time-saving best practices.
3. Evidence of Innovation “Success”
Student takes responsibility
- Concepts: market adapts; build, create; users; growth; learning; language; common place/culture; drive to the individual; revenue; growth; game changer; student evaluates; sustainability; self-motivated/self-directed; explosive growth – tipping point; user see progress; self-directed; teach the student (Rather than teach the content); individual education plan; productivity; self-assessment; mass survey; let user take responsibility; multifaceted model of reasoning, innovation, success; academic; scalability; sustainability; adoption measured through language & culture.
Evidence of innovation “success” is a game-changer
- New & better
- Track progress – data
- Results = how to measure the game-changer
How we can not restrict learning
4. Innovation in Curriculum Design
- Socialization, peer completion
- How to deliver content?
- Innovating outcomes (teacher to facilitate): 1) crowdsource – voting?, open source curriculum
- Innovating products: 1) Apple (personalization) 2) Connectivity (Facebook) – PPI, collaboration
- Curriculum 1) student centric 2) teachers 3) application to real life 4) games
5. Leading Change
A single-minded focus on solving the most compelling problems today.
- Perfection not required
- Build a coalition (not consensus)
- More bold (passion, conviction)
- Problem vs. Solution based – 5 whys
- Invasive (awareness of discomfort)
- Be aware of assumptions
- Continuous incremental improvement
- Convert nay-sayers
- Consensus not necessary – keep moving forward
- Remove confusion
- Never give up
- Test & learn
- Reduce risk & maximize reward
- Tell the story
6. Motivation & engagement
How to we help students care about what they are learning in GE’s? How do we make learning relevant to students? How do we keep students engaged throughout the course? How do we eliminate demotivators? How do we maintain engagement with the implementation of more technology? What are the key principles of motivating students? people? How do we help the high school learner feel empowered?
- Demotivators: Use Tools that 1) demonstrate progress 2) provide feedback 3) establish baselines 4) reinforce intrinsic motives
- Identity: 1) develop resilience
- Control: 1) Help learners reflect
- Feel valued: 1) Help learners feel valued
Reflection: perspective. Reward courage… bring “outside” –> “inside.” 1) Show context 2) Provide experience that leads to transfer
Help learners wee where they fit into every thing, Show the destination, Put learners in “the context”
CONCLUSION best idea:Identity + perspective
7. OER & Content Sharing
Adaptable granular objects
2 ideas (Extra support & money for faculty to make OER courses, OER fair & badges):
1. Extra support & money for faculty to make OER courses
- real-time updating; community crowdsourcing; build better Merlot; modular (drag & drop, playlist); OER students as content creators
1) Policy: promote use, training, exposure of Learning Registry – info about resources & ratings – usage data. Reputation goes through the roof when teachers publish as OER
2) Policy: put OER into Learning Registry.
- Policy: anything produced with state/federal funds should be OER
- Community survey: What are learners looking for? (OER creation, reuse/revise/remix, redistribute)
- Use CRT data in Kickstarter to get funded to create OER lessons to address lowest standards across the state (policy: state release; quality: effective, rating, scale)
- technology gets in the way of remixing
- RFP’s: purchasing decisions include incentives for OER
- OER created by students, teachers, experts
- NewEgg.com (hardware purchasing cheap)
- Do we need more OER, or highly curated, easily searchable OER aligned to common core (practitioners prefer highly curated, easily searchable OER)
- How often is your OER reused? longevity? –> feed tracking data into Learning Registry.
- LMS agnostic
2. OER fairs (+ badges)
- Students & teachers build lessons, tied to CRT scores
- Tool to determine % of OER
- Policy: tenure = OER
- Award for Best Open Course in UT from OSOE
- Policy: open reduces cost of education. Pay for it, they can take it with them… students are annoyed to have to fork over $ for textbooks after tuition.
- Award/seal on course = more financially feasible
CONCLUSION best idea: OER fairs (+ badges)
8. Personal Learning Environments
Tracking – students too!; Excel doesn’t cut it; graphs & visuals – standards!; brainhoney?; have a place; have a record; pass test, resources, get badges, track process, implement own resources; students need ownership/interoperability; state-wide standards; need definitions of metrics; competence not best time; pre-assessment
9. 10.Sustaining Innovation through Collaboration
Collaboration of teachers needs to expand; all voices need to be heard, diversity is important – experience and collaboration the literature emphasizes this. Ambassadors from this group to other groups, could present at other conferences
Modern coffee shop connecting people & ideas, similar to those of the enlightenment.
Motivation – what keeps people coming back? Why do people stop participating?
- Socializing, seeing friends can be a motivator
- Give people something to do, to be accountable for, to contribute (homework)
- Make sure that progress is visible so people can see things are happening
CONCLUSION best idea: In addition to a large conference meetups in smaller groups – breaking large single goal into smaller initiatives
- Networking, motivated by seeing connections and friends, etc.
- Each small group will have participants from all areas: research, policy, teachers, private sector, etc.
- Include casual “enjoyable” elements such as meeting at restaurants.
- To include those who cannot come face-to-face, technology such as: 1) G+ 2) Hangouts 3) Conf calls/one to many technology (synch) 4) Branch, microblogging (asynch)
- Smaller “sessions” and talks, similar to how teachers create increasingly briefer videos.