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.
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Disruptive Innovations in Education
- 1. and the way the way the world learns. CLASSROOMS WALLS without
- 2. Changing the Way the World Learns
- 4. INNOVAT IONORIGINAL IDEASThat have value IMPLEMENT ING Used by a significant number of people DISRUPTIVE
- 6. THE NEW AGEN OF LEARNING Framing a dialogue about new roles and functions for supporting learning in a new environment.
- 8. Changing the Way the World Learns
- 9. Bridging THE GENERA TION GA P Reaching across history to include pre-digital media social skills cultural competencies
- 10. TRANSLITER ACY NEW WAYS OF KNOWING innovative skills & practices moving across media & modes of creation
- 11. CHALLEN GES new ways of communicating ASSUMPTIONS about the language of learning DOMINANCE of text-based learning, INNOVATI ON
- 13. Changing the Way the World Learns
- 14. RECONCILING The Language of School & 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
- 15. RESEARCH SKILLS
- 16. Fluency Digital Information for finding digital information RESEARCH SKILLS SKILLS to use specialized TOOLS
- 17. 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
- 18. Web 2.0 Internet Information Has Changed RESEARCH SKILLS ABILITY TO SEARCH for correct information KNOWING HOW TO ACCESS& REDUCEDIGITAL INFORMATION
- 19. 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
- 20. pulling together information AGGREGATION CONSOLIDATING multiple social networking profiles . TO A SINGLE LOCATION into an outline view of a selected topic RESEARCH SKILLS
- 21. CURATION extracting WEB FOUND KNOWLEDGE bringing value & order to the learning RESEARCH SKILLS
- 22. MEDIA LITERACY
- 23. MEDI Aadequately prepare students to engage in meaningful DIALOGUEacross multiple media PLATFORMS LITERACY
- 24. 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
- 25. MEDIA LITERACY understanding the differencesbetween open source& open access skills of inquiry & self-expression MEDIALITERACY
- 26. LEARNING asset communities built around shared experiences MEDIA LITERACYOPEN ACCESSUSING DIGITAL MEDIA Selecting tools for content delivery, discussion, & the integration of shared learning experiences.
- 27. MEDIA LITERACY OPEN SOURCEREMIXING DIGITAL MEDIA LEARNING communities built around CREATIVE CHANGES and RE-USE of digital resources. Using CREATIVE TOOLS to develop RESOURCES
- 30. Collective Intelligence new ways of understanding ideas, knowledge, people, & perspectives. Collective OPEN AUTHORSHIP Need for New Skills Emerge MEDIA LITERACY
- 32. INFORMATION ETHICSOPYRIGHT FAIR USE BEST PRACTICES interpreting the copyright doctrine UNDERSTANDING RESPONSIBILITIES use, & build upon a work created CREATIVE COMMONS RIGHT TO SHARE
- 34. THE DIGITAL FOOTPRINT INFORMATION ETHICSSECURITY PRIVACY a digital reputation starts the 1ST day you publish digital content Security & privacy should be taught & practiced in every connected classroom.
- 37. 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
- 39. LEARNINGSTRATAGIES TEST knowledge through EXPERIENCE EXPEDITION FOR LEARNING CLARIFY EXPERIENCE MAKING A CHOICE between ALTERNATIVES Development of LOGIC & IMAGINATION APPRECIATION FOR CONNECTEDNESS DECISIVE LITERACY
- 40. DECISIVE LITERACY KNOWLEDGEBEHAVIORS Selecting PROPER Learning STRATEGIES think about a task meet shared goals engage in self-reflection
- 41. DECISIVE LITERACY KNOWLEDGEBEHAVIORS Life and Career Skills • Flexibility & Adaptability • Initiative & Self-Direction • Social & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility abilitytonavigate COMPLEXWORKENVIRONMENTS
- 42. DECISIVE LITERACY KNOWLEDGEBEHAVIORS develop positive attitudes and beliefs STRONG ACADEMIC MINDSET engagement positive attitudes beliefs
- 45. Changing the Way the World Learns
- 46. TEACHERS AS DESIGNERS OF LEARNING
- 47. DECISIVE LITERACY skill sets needed for independent literacy & application academic vocabulary development DEEPLEARNINGPURPOSEFUL READING read challenging texts LITERACY SKILLS
- 50. Changing the Way the World Learns
- 51. INPUT Stimulus OUTPUT Response FOCUS ON OBSERVABLEBEHAVIOR Teaching & Learning Behavior is a managed process of strengthening responses. Traditional BLACK BOX Education
- 52. 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 & 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
- 53. 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
- 55. LEARNING Application FOCUSONOBSERVABLE LEARNING Teaching & Learning Partnership learning outcomes shift from teacher to learners. STUDENT CENTERED EducationFEEDBACK FEEDBACK STUDENT Learning Goals Student Learning Goals REFLECTIVE STUDENT Learning Goals
- 57. Changing the Way the World Learns
- 59. ASSESSMENT & 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
- 60. 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.
- 61. 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
Hinweis der Redaktion
- There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. The first agent is Transliteracy, the ability to understand and communicate—to be "literate"—across all communications platforms, from sign language and speaking, to reading and writing, to the mass media, to digital communication and social networking. Unfortunately until those dialogues become reality in practice their will be a continued friction between the participatory culture and traditional education institutions. Mimi Ito, in Living and Learning with New Media (2009) summarizes these dialogue by stating that, "Participation in the digital age means more than being able to access serious online information and culture. Youth could benefit from educators being more open to forms of experimentation and social exploration that are generally not characteristic of educational institutions." (p2). These statements support the importance of Transliteracy http://education-2020.wikispaces.com/Disruptive+Innovation
- Transliteracy can be a bridge between teachers and students because it doesn’t pit one medium against another. It is also a necessary strategy for developing young adults who can participate in a broader civic and economic society that “talks” in more languages than the written word. Additionally, use of the term digital native often neglects class differences associated with the digital divide and the participation gap associated with the social and cultural participatory practices afforded in new digital media. The new challenge for education is in information consumption as literacy is redefined through connected learning experiences and in ways that students access the vast warehouses of digital content. This process is what defines transliteracy: the set of skills needed to collaboratively collect information from multiple sources, decipher and reduce shared information into segments of exactness, and reshape information into multimedia products that become new ideas with deeper meaning. Transliteracy focuses specifically on “social skills and cultural competencies”39 associated with various media and how they change as one moves across media. Thomas explains transliteracy, that it is important to reach across history to include pre-digital media as part of a dynamic media ecology, thus offering a way to bring the generations together.
- Deeper learning requires a broader range of conscious learning behaviors from students than traditional schoolwork. They must accept responsibility for expending the time and energy necessary to think about a task, select the proper learning strategies, and judge how well those strategies are working. When students encounter difficulty or setbacks, deeper learning requires that they diagnose the type of difficulty they are facing, select appropriate strategies to resolve the difficulty, and continue forward toward their learning goal. In addition, deeper learning expects students to be able to meet shared goals with others as well as to engage in the self-reflection necessary to continue learning throughout their lives.
- Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
- Deeper learning requires students to develop positive attitudes and beliefs about themselves in relation to academic work. Academic mindsets are the motivational components that influence students’ engagement in learning. In turn, engagement in deeper learning reinforces positive academic mindsets. Students with strong academic mindsets readily put in effort to learn and persist in the face of difficulty. They make use of cognitive, metacognitive, and self-regulatory strategies because they care about learning and are purposeful in doing what is required to succeed.
- There are differences in schools where teachers aim to select talent for different pathways (such as schools with tracking) compared with those where achievement cultures aim to develop talent in each child. The biggest effects on student learning occurs when teachers become learners of their own learning and when students become their own teachers.
- A Structure for Distributed Learning: Social capital platform design is essential for keeping large decentralized learning communities connected and active. As education leaves institutions and locates in exstitutions and becomes integrated in online spaces, social capital will be an important form of trust and reputation holding learning systems and communities together.
- There are several areas where new learning agents can develop skills and practices that will contribute to developing a robust set of narratives about teaching and learning. Deep learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities. http://education-2020.wikispaces.com/Disruptive+Innovation
- Digital learning design is a process that engages students in purposeful real world learning through the construction of complex task, authentic essential questions and specifically designed scaffolding for deep learning opportunities.
- The new standards require that students read more challenging texts and engage in close reading lessons, which rereading is a feature to literacy. In other words content may not be as important in coverage thinking as the need to help students obtain the deep learning skill sets needed for independent literacy and application. The shift toward complex text requires practice, support through purposeful close reading. The complexity of a text is determined by a number of factors, including syntax and vocabulary. To understand complex materials, students need support in developing literacy skills in key academic vocabulary and purposeful reading.
- Self-directed learning (which i s often the bulk of our learning—we are constantly pursuing subject matter and knowledge which is of personal interest or related to our competence in our work places) is viewed as being too loose.44 Transmission Learning is based on traditional views. The learner i s brought into a system, and through lectures and courses, i s exposed to structured knowledge. This domain i s useful for building core knowledge elements of a field or discipline. The model, however, i s expensive to implement (one instructor, twenty students) and i s at odds with how much of our learning happens (social, two-way, ongoing).