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Learner-Centered Networks: A Proposal for a New Education System. November 2007 Steve Jubb Liz Lian Katrina Scott-George. CLICK. We want to care…. … but the world’s systems are inadequate for caring. Our society is struggling to adapt to a rapidly changing world - PowerPoint PPT Presentation
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Learner-Centered Networks:A Proposal for a New
Education System
November 2007
Steve Jubb
Liz Lian
Katrina Scott-George
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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
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Protection Strategies
•Collective Bargaining (working conditions, job security, evaluation)
•Lobbying (funding, labor protection)
•Organizing (protect, preserve, disrupt)
Compete & Defeat
• Outsourcing
• Choice
• Vouchers
• Charters
Reform Strategies
• Governance (City takeovers, LEA diversification, charters)
• Policy (certification, testing, accountability, choice)
• Incentives (Pay for performance, vouchers, choice)
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
Privatizers and Assimilationists Status Quo IncrementalistsWhat they believe about each other…
State & National
Preserve & Improve
• Strengthen contracts
• Teacher empowerment
• Local democratic control
• Organizing
LocalCapture & Control
• Leadership
• Human Capital
• Curriculum
• Assessment
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The Battle for the Box in their words…
"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
“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
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Headed for a wreck and stuck on the tracks
by C.D. Stuart
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)
People in the box left without a plan, directionless, unempowered.
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We need a ‘Blue Ocean’ strategy for creating a new education space
Align the purpose of education with the value of creating a caring world
Negotiate a new social contract: – establish a new social structure for learning – reframe equity
Redefine education as:– building a learner
network– transforming the
exchange of value
Create a new system architecture:– establish a common framework that guides
investments – realign activities to cooperate in a system of
caring for each learner – design to the needs of children
“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.”
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Each child has a unique combination of culture, context, learning styles, interests, rates of development, and goals.
• motivate and challenge learners to own their learning and pursue their interests within frameworks
• increase learners’ capacity to make decisions aligned with their goals with accurate feedback on progress in real-world terms
• create a resilient core network with strong adult relationships for every child that guides her choices as she pursues her learning
• create tools and systems that allow learners to access diverse learning opportunities through open, transparent, and dynamic networks and marketplaces
Create new organizations and new relationships that allow children to customize their learning
Close the resource gap
The resources available to children predict their success.
• expand the available resources by encompassing sources throughout society
• make more effective and efficient use of resources by allowing learners to control and use resources when they need them
• increase the efficacy of resources by unleashing learner’s motivation
The solution we propose
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Our observations about children define what ought to be true of a new learning architecture
Observations about children:
Every child is a learner.
If a child’s needs are met, her learning will become more expansive.
A child secures his own education. He can be taught but not educated.
A child’s time has value.
A child needs to be around adults to learn how to become adult.
Children learn ethical behavior by having real responsibility.
Learning is non-linear, and each child’s learning process is unique.
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Our observations about ourselves define what needs to be true of a new learning architecture
Observations about grown ups:
We act if we believe our actions will influence our future.
We are more likely to act in a group’s interest if the group can easily observe our actions.
We base our trust on a performance record over time and transfer it as reputation.
We cooperate once we have trust.
We secure better outcomes when there is cooperation.
We will act on a group’s behalf when we have equity in the group.
We will take risks to innovate for a system we feel invested in.
Our innovation increases with diversity.
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Internet 2002
NeuronLymph system
al-Qaeda
Our observation about how our universe is organized guides us in organizing for learning
yeast
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The child has a strong relationship with her parent
And gains access to her parents’ network of resources
She starts school and develops a relationship with her primary teacher
And gains access to her teacher’s networkAs she grows older she starts to form independent relationships within these networks
The child starts forming strong peer relationshipsAnd further builds her networkA strong network powerfully supports a child into adulthood.
Child
Primary care-givers
Primary teachers
Educational resource
Socio-cultural resource
Key
Peer
Every child is part of a network
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Care-givers may have a broken relationship with their child.
Parents may have a strong relationship with the child but a weak network to offer.
The child may have a broken relationship with their teacher.
The child may have a broken relationship with both teacher and parent.
Children isolated from positive adult networks form strong bonds with peers in similar circumstances.
Current learning networks easily break down and isolate learners
Child
Primary care-givers
Primary teachers
Educational resource
Socio-cultural resource
Key
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We can build better networks for childrenby redesigning the learner
network structureredefining the learner network interaction
renegotiating learner network exchanges
Power and access are built into the structure of a network
The nature of the interaction is guided by the relationships of the network and determines the relevance and rigor of the learner’s experience
Network exchanges allow learners to secure the caring, learning and content resources that facilitate their learning and development
The structure of the current learning network breaks down, easily isolating learners, especially those most dependent on the system
The current interactions of our learning network are often shallow or artificial and based on external measurements that mechanize learning
Learners are captive of systems that push content at them, that is often inappropriate, outdated, or irrelevant to the individual learners
AUTONOMY increases the power of the learner
OPENNESS increases access to resources available
INTERNAL ACCOUNTABILITY increases the significance and impact of relationships
REAL-WORLD RELEVANCE authentically connects the learner to the real world
TRANSPARENCY allows learners to see available resources and evaluate potential exchanges with better information CHOICE allows the learner to select resources aligned to her purpose and learning style
A robust network for every child
A rich, resilient, responsive (the 3 R’s) network for every child
Real value is exchanged between the learner and providers of caring, learning and content resources
Def
init
ion
Pro
ble
m
Sta
tem
ent
Des
ign
P
rin
cip
les
Gu
aran
tee
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INTERNAL ACCOUNTABILITY increases the significance and impact of relationshipsTRANSPARENCY allows learners to see additional resources and evaluate potential exchanges with better information
CHOICE allows the learner to select resources aligned to her purpose and learning style
We can build better networks for children and transform their learning experience and success
REAL-WORLD RELEVANCE authentically connects the learner to the real worldAUTONOMY increases the power of the learnerOPENNESS allows the learner to build a more robust network
State$$$$$$$
District$$$$$
School$$$$
Classroom$$
Child$
Parent
Child
and increases access to network resources
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 are at the bottom of a hierarchy of power and resourcesParents must act as advocates for their children in the bureaucracy, but have little power
Children and families are trapped and powerless in a system that does not use resources effectively and is not serving most children well
Current State
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Networks expose the real resource gaps in a child’s education
Child Gov’t resource
Family resource Other resource
Key
We can redefine available resources to create more robust networks for children
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Necessary resource levelRes
ourc
esThe resource gap must be closed or we won’t be able to close the achievement gap
Gov’t funded Family Other
Key
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Family A Family B Family C Family D
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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?
Removing constraints to learning and increasing learner choice unleash the most powerful resource of all - a motivated learner
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Child Learner
Family
Key
Advocate
Guide
Creating a Network Nucleus (Nux) for each child will strengthen and reinforce the existing family role and help the learner in two critical areas:1. building the learner’s core network 2. navigating and selecting other network resources
Learners need strong relationships to help them build their networks and navigate learning choices
Advocate• caring role that forms deep bonds and persists over time
(~ godparents/extended family)
Guide• supplements family as filter for assessing learner and
securing right resources for learning at the right time
Family• provides love and context for the child and is usually the
primary supporter and decision-maker for the learner
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Learner• takes responsibility for defining purpose and setting
learning goals
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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 societyExamples 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
Nux role 1: help the learner build a core network that provides communities of caring and learning
Relational, reciprocal, volitional, gift exchange, individual long-term
Characteristics of core network links
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Nux role 2: support the learner in navigating network resources and achieving learning goals
A Membership Market ensures a supportive, self-governing provider space aligned to the values of the community.
Learning Mediators
Content Providers
Caring Providers
Exchange Filters
Exchange filters facilitate the identification and connection with resources of value.
Knowledge Frameworks allow learners to align their purpose with an expanded context of the world.
The Network Nucleus helps the learner access network resources and navigate learning choices.
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Functional, skill-based, commodity exchange, short-term.May eventually become part of the learner’s core network.
Characteristics of network resource links
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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
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.
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Theory
of
Motio
n
Getting from here to there
Theory of
Construction
Develop Supply
Stimulate Demand
Individuals/CommunitiesInstitutions/Companies
Theory o
f
Change
Theory of Doing
Vision and Value
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Build w
ill to
take acti
on
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)
Getting from here to there - demand side
Theory of Motion (Build WILL)Sta
rt do
ing
work
cons
isten
t
with th
e
visio
n an
d
valu
es
• 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
Theory of Doing (Get it GOING)
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Getting from here to there - supply side
Build
a
scala
ble
mod
el
Theory of Construction (Get it GROWING)
• 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)
Chang
e
beha
vior t
o
bring
abo
ut
new p
arad
igm
Theory of Change (Change BEHAVIOR)
• Get institutions/companies re-conceiving and cooperating– 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)
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Doing
Demand
Supply
Moving
New system development model
Disconfirm
Re-conceive
Convene
Cooperate
Engage
Understand
Adopt
Champion
Individuals/Communities
Institutions/Companies
Changing
Implement
Incubate
Invest
Design
Constructing
Vision
Launch
Blueprint
Prototype
Pilot
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Appendix
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The Learner in a learner-centered network has new expectations and responsibilities
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.
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.
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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.
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.
Learner
Guide Advocate
Family
Nux
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The Nux roles bring robust, yet differentiated support to the Learner’s development
Guide Family Advocate
Primary Role • Supplements family as filter for assessing learner and securing right learning resources at the right time.
• Sees learner in context of other learners, and supports learner through a developmental phase
• Provides love and context• Serves as primary source
for care and resources• Serves as primary
decision-maker for the Learner
• Caring role that forms deep, lasting bonds
• Supplements family within the Learner’s core community of intangible value exchange
• Offers additional gender-alike role models
Role Characteristics
• Authentic learner-doers• High emotional intelligence
and cross-cultural skills
• Willingness to enter nux relationship and social contract for learner
• Geographically accessible community members
• Trustworthy, caring learners
Preparation • Guide orientation• Guide internship with
concurrent training
• Family orientation • Advocate training• Advocate apprenticeship
Time Commitment
• 2-5 years’ minimum with same learner
• 20-100% year-round time commitment
In addition to individual learner support,
• Weekly communications with nux roles
• Permanent role• 10 hours per month per
learner • Year-round
Common Orientation
• Holds values of learner-centered networks• Sets high expectations for self and learner
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Guide Organization
Advocate Organization
Family Organization
Nux Layer
Nux
Guide Advocate
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.
Learner
Family
The Guide and Advocate are new roles that provide the learner with a resilient and rich core network, or the Nux.
The Nux Layer provides organizational support to the core network roles and relationships ensuring depth and responsiveness.
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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 Principles
• Ownership by participation• Self-organizing• Distributive power and functions• Distributive governance• Co-opetition• Unity of purpose with organic
adaptation
Membership Market Characteristics
• Define common standards• Ensure robustness of provider
networksLearning Exchange
Network
Content Access Providers Network
Caring Exchange Network
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Each type of Membership Market organization develops the Learner on different dimensions
Learning Mediators Content Providers Caring Providers
Primary Role • Mediate learning for Learners
• Provide access to content • Mediate care for the well-being of the child
Value Domain • Skill • Knowledge• Capacity
• Knowledge • Will• Well-being• Community
Representative Services
• Teaching• Experiential programs• Internships• Mentorship
• Publishers• Curriculum developers• Authors
• Health• Safety• Social services
Common Orientation
• Holds values of learner-centered networks• Embodies continuous learning
Common Interfaces
• Nux• Other Service Providers
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The Knowledge Framework provides context for the learner to identify resources of value
Knowledge Framework
The Knowledge Framework maps learner purpose within the context of world knowledge.
Knowledge Framework Principles
• Ownership by participation• Guided by learner purpose• Continuous learning system
Knowledge Framework Characteristics
• Provide multiple frames for knowledge
• Map learner purpose to knowledge resources
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The Exchange Filter facilitates the fulfillment of learner needs
Exchange Filter
The Exchange Filter acts as a resource filter for the Nux and builds links between the Nux and selected resources.
Exchange Filter Principles
• Ownership by participation• Driven by learner purpose• Continuous learning system
Exchange Filter Characteristics
• Define learner criteria for finding resources
• Collect and provide relevant data to learner/provider
• Verify identities• Establish the connection between
learner and provider
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Each Exchange Filter component contributes value in the exchange
Resource Filter Identity Layer Link Startup
Primary Role • Assists nux in identifying resources that fulfill learner purpose
• Serve as a medium for exchanging learner and provider history and context
• Facilitate building links among learners and resources
Functions • Resource selection • Learner profiling• Provider profiling • Identity verification
and update
• Coordination of learner-provider matching
• Execution of initial value transaction
Required Tools • Resource selector • Learning identity • Resource exchange• Link builder
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A new shared infrastructure requires new tools for the learner and the nux
Tool Name Description Primary Function(s) Primary Users
Nuxnet Shared communication and information medium for nux roles
• Serve as private learner-focused communication space
• Collect feedback and data on Nux health
• Learner• Family• Guide• Advocate• Nux Layer
Knowledge Map
Repository that maps new and existing knowledge areas to learner interest/purpose and provider services
• Map knowledge assets • Nux Layer • Resource
Selector
Resource Selector
Mediation of nux selection of and connection to learning, content and caring resources
• Filter resources according to defined criteria
• Learner • Family• Guide• Advocate
Resource Exchange
Financial resource exchange
• Facilitate valuation of resources• Distribute financial resources• Execute market transactions
• Family• Providers
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A new shared infrastructure requires new tools for the learner and the nux
Tool Name Description Primary Functions Primary Users
Learning Identity
Common learning identity standard for individuals and organizations
• Define individual, network and organization identities
• Maintain learning transaction history
• Maintain profiles for learners and providers
• Map learner networks• Report summary transaction
statistics
• Learner• Guide• Providers• Nux Layer
Network Identity
Network mapping for learners
• Map learner network• Evaluate network robustness
• Learner• Family• Guide• Nux Layer
Link Builder Startup of learner-provider connection
• Verify and update identity• Optimize learner-provider
groupings• Establish nux-provider
communication link
• Learner• Family• Guide
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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.
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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.
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