Disruptive Innovations in Education

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Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.


<ul><li> and the way the way the world learns. CLASSROOMS WALLS without </li> <li> Changing the Way the World Learns </li> <li> INCREMENTAL IMPROVING EXISTING Process &amp; Services INNOVAT ION </li> <li> INNOVAT IONORIGINAL IDEASThat have value IMPLEMENT ING Used by a significant number of people DISRUPTIVE </li> <li> THE NEW Learning AGENT S &amp; DISRUPTIVE </li> <li> THE NEW AGEN OF LEARNING Framing a dialogue about new roles and functions for supporting learning in a new environment. </li> <li> Learning Activators Learning Analytics Participatory Learning Transliteracy Deep Learning Design </li> <li> Changing the Way the World Learns </li> <li> Bridging THE GENERA TION GA P Reaching across history to include pre-digital media social skills cultural competencies </li> <li> TRANSLITER ACY NEW WAYS OF KNOWING innovative skills &amp; practices moving across media &amp; modes of creation </li> <li> CHALLEN GES new ways of communicating ASSUMPTIONS about the language of learning DOMINANCE of text-based learning, INNOVATI ON </li> <li> TEACHING TRANSLITERATE TRANSLITERATE DISJUNCTURE Between Text-based and </li> <li> Changing the Way the World Learns </li> <li> RECONCILING The Language of School &amp; Youth MEDIA LITERA CY RESEAR CH SKILLS DECISIV E LITERA CY INFORMAT ION ETHICS Open Access Using Digital Media Open Source Remixing Digital Media Information Accessing Aggregation Curation Knowledge Strategies Learning Behaviors Copyright Security Privacy </li> <li> RESEARCH SKILLS </li> <li> Fluency Digital Information for finding digital information RESEARCH SKILLS SKILLS to use specialized TOOLS </li> <li> What information am I looking for? How good is the Information? Where will I find the information? How will I get there? How will I ethically use the information? RESEARCH SKILLS </li> <li> Web 2.0 Internet Information Has Changed RESEARCH SKILLS ABILITY TO SEARCH for correct information KNOWING HOW TO ACCESS&amp; REDUCEDIGITAL INFORMATION </li> <li> ResearchSkills Critical Thinking Problem Solving Analysis Dissemination RESEARCH SKILLS Imagination Creativity Logical Reasoning Reflection Data Collection Analysis Imagination Creativity Conceptual Providing Evidence Application New Models </li> <li> pulling together information AGGREGATION CONSOLIDATING multiple social networking profiles . TO A SINGLE LOCATION into an outline view of a selected topic RESEARCH SKILLS </li> <li> CURATION extracting WEB FOUND KNOWLEDGE bringing value &amp; order to the learning RESEARCH SKILLS </li> <li> MEDIA LITERACY </li> <li> MEDI Aadequately prepare students to engage in meaningful DIALOGUEacross multiple media PLATFORMS LITERACY </li> <li> MEDIA LITERACYMEDIALITERACY The VALUE of DISTINGUISHES THE INDIVIDUAL as a self motivated learner who is capable in organizing his or her own learning PERSONAL LEARNING ENVIRONMENTS </li> <li> MEDIA LITERACY understanding the differencesbetween open source&amp; open access skills of inquiry &amp; self-expression MEDIALITERACY </li> <li> LEARNING asset communities built around shared experiences MEDIA LITERACYOPEN ACCESSUSING DIGITAL MEDIA Selecting tools for content delivery, discussion, &amp; the integration of shared learning experiences. </li> <li> MEDIA LITERACY OPEN SOURCEREMIXING DIGITAL MEDIA LEARNING communities built around CREATIVE CHANGES and RE-USE of digital resources. Using CREATIVE TOOLS to develop RESOURCES </li> <li> Collective Intelligence new ways of understanding ideas, knowledge, people, &amp; perspectives. Collective OPEN AUTHORSHIP Need for New Skills Emerge MEDIA LITERACY </li> <li> INFORMATION ETHICS </li> <li> INFORMATION ETHICSOPYRIGHT FAIR USE BEST PRACTICES interpreting the copyright doctrine UNDERSTANDING RESPONSIBILITIES use, &amp; build upon a work created CREATIVE COMMONS RIGHT TO SHARE </li> <li> INFORMATION ETHICS OPYRIGHT </li> <li> THE DIGITAL FOOTPRINT INFORMATION ETHICSSECURITY PRIVACY a digital reputation starts the 1ST day you publish digital content Security &amp; privacy should be taught &amp; practiced in every connected classroom. </li> <li> SECURITY &amp; PRIVACY </li> <li> DECICIVE LITERACY </li> <li> 21ST CENTURY SKILLS DECISIVE LITERACY infusing 21st century skills into education Master Core Content Think Critically Learn How to Learn PARTNERSHIP FOR DEEPER LEARNING COMPETENCIES Work Collaboratively Communicate Effectively Academic Mindset </li> <li> DECISIVE LITERACY LEARNING STRATAGIES APPROACHTOLEARNING usinginformation </li> <li> LEARNINGSTRATAGIES TEST knowledge through EXPERIENCE EXPEDITION FOR LEARNING CLARIFY EXPERIENCE MAKING A CHOICE between ALTERNATIVES Development of LOGIC &amp; IMAGINATION APPRECIATION FOR CONNECTEDNESS DECISIVE LITERACY </li> <li> DECISIVE LITERACY KNOWLEDGEBEHAVIORS Selecting PROPER Learning STRATEGIES think about a task meet shared goals engage in self-reflection </li> <li> DECISIVE LITERACY KNOWLEDGEBEHAVIORS Life and Career Skills Flexibility &amp; Adaptability Initiative &amp; Self-Direction Social &amp; Cross-Cultural Skills Productivity &amp; Accountability Leadership &amp; Responsibility abilitytonavigate COMPLEXWORKENVIRONMENTS </li> <li> DECISIVE LITERACY KNOWLEDGEBEHAVIORS develop positive attitudes and beliefs STRONG ACADEMIC MINDSET engagement positive attitudes beliefs </li> <li> DEVELOPING AGrowthMindset CULTUREFORLEARNING </li> <li> Changing the Way the World Learns </li> <li> TEACHERS AS DESIGNERS OF LEARNING </li> <li> DECISIVE LITERACY skill sets needed for independent literacy &amp; application academic vocabulary development DEEPLEARNINGPURPOSEFUL READING read challenging texts LITERACY SKILLS </li> <li> DECISIVE LITERACYDEEPLEARNING </li> <li> Changing the Way the World Learns </li> <li> INPUT Stimulus OUTPUT Response FOCUS ON OBSERVABLEBEHAVIOR Teaching &amp; Learning Behavior is a managed process of strengthening responses. Traditional BLACK BOX Education </li> <li> Effect Size Feedback 0.73 Teacher-Student Relationships 0.72 Mastery Learning 0.58 Challenge of Goals 0.56 Peer Tutoring 0.55 Expectations 0.43 Homework 0.29 Aims &amp; Policies of the School 0.24 Ability Grouping 0.12 INFLUENCESon student learning John Hattie 1999-2009 research from 180,000 studies covering almost every method of innovation </li> <li> SINGLE most INFLUENCE on ACHIEVEMENT is FEEDBACK Quality feedback is needed Feedback is to be valued Growth Mindsets welcome feedback Oral feedback is more effective POWERFUL FEEDBACK is from the STUDENT to the TEACHER </li> <li> FACILITATED meta-cognitive DEVELOPMENT ELABORATIVE Collaborative EXTENDED LEARNING </li> <li> LEARNING Application FOCUSONOBSERVABLE LEARNING Teaching &amp; Learning Partnership learning outcomes shift from teacher to learners. STUDENT CENTERED EducationFEEDBACK FEEDBACK STUDENT Learning Goals Student Learning Goals REFLECTIVE STUDENT Learning Goals </li> <li> Changing the Way the World Learns </li> <li> ASSESSMENT &amp; LEARNING ANALYTICS the driver of the teaching and learning process MEASURESprogress of individual goals forces important questions about individual learning with reflective statements being applied THE HOW ABOUT KNOWLEDGE </li> <li> ZONE PROXIMAL DEVELOPMENTLEVELOFCHALLENGE LEVEL OF COMPETENCE What the learner can currently achieve independently What the learner will be able to achieve independently Scaffolding occurs through the support of the more knowing other. </li> <li> META COGNITIVE Synthesizing learning data ALLOWS teachers to make COMPLEX DECISIONS on HOW TO CONSTRUCT meta cognitive INTERVENTIONS before the term of a goal expires into new knowledge INTERVENTIONS purpose in COLLECTING DATA, information, and knowledge </li> <li> @digitalsandbox1 CLASSROOMS WALLS without </li> </ul>


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