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Next Generation Learning and the Innovation Imperative
- 1. Next Generation Learningand the Innovation ImperativeJosh Jarrett, Senior Program OfficerSeptember 10th, 2010Source: Seattle Times, Tuesday, January 26, 2010
- 2. My frame ofreference9 years in the private sector:Strategy and management consultant
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- 4. MBA6 years inthe nonprofit sector:Consultant to National Park Service, charter schools, and health services
- 5. Foundation program officer– innovative technology and delivery in postsecondary edMotivations:Increased access to opportunity
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- 9. Our foundation’s work“Alllives have equal value”US PROGRAM-WIDE GOALCOLLEGE-READYPOSTSECONDARY SUCCESSDouble the Number of Low-Income Young Adults Who Earn A Postsecondary Credential With Value in the Labor MarketExpanded opportunity for all AmericansImprove College-Ready Graduation Rates from High School3
- 10. The Innovation ImperativeTheInnovator’s DilemmaFive Trends I'm WatchingCo-Designing the Future 4
- 11. Four Challenges forthe Next DecadeDemographic challengeIncreasing diversity
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- 13. “Non-traditional” new normalCompletionchallengeStagnant ~40% AA+ attainment levelsMiddle skill job demandLow completion ratesFunding challengeState budget cuts
- 14. Limits to studentand family ability to pay and to borrowScaling challenge“Islands of innovation”
- 15. Fragmented decision-making andincentives5
- 16. 2Completion challengeEducational attainmentfor non-low-income 26 year oldsAverage income Bachelors: $59,635
- 17. H.S. diploma:$33,609United States postsecondary attainment: 1980: #1
- 18. 2010: #10
- 19. 2020: #15Educational attainment for low-income 26 year oldsSource: Bureau of the Census, Bureau of Labor Statistics. OECD, National Longitudinal Survey of Youth. Note: Low income defined as 185% of poverty line, consistent with K-12 free and reduced lunch threshold
- 20. Demographic challenge“Traditional”Enter collegedirectly after high school
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- 22. Financially dependent ontheir parents25%“Non-traditional”Financially independent (>50%)
- 23. Have dependents oftheir own (27%)
- 24. Work full time(38%)
- 25. Enroll part time(49%)75%Source: The Other 75%: Government Policy & Mass Higher Education., Paul Attewell (unpublished).
- 26. Funding challengeSource: Association of American Publishers (AAP)
- 27. Scaling challenge2007 EducationmarketNumber of companiesActual companiesProjected distributionOnly 2 of 67 orgs funded by US Department of Education innovation grants scaled/are still operationalRevenueUS$ Millions1520100400Source: McKinsey analysis of EMR 2007 K-12 report and Berkerey Noyes 2007 investment analysis (unpublished)
- 28. The innovation imperativeScalableseat capacity
- 29. Flexibility to meetnon-traditional students’ needs
- 30. Higher engagement, relevance,and retention
- 31. Increased participatory andpeer-to-peer learning
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- 33. Integration of technicalskills, soft skills, and 21st century skills
- 34. Clearer, shared measuresof success
- 35. Improved cost-effectivenessThe InnovationImperativeThe Innovator’s DilemmaFive Trends I'm WatchingCo-Designing the Future 11
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- 37. The “Iron Triangle”suggests a degree of paralysis“In the view of many college and university presidents, the three main factors in higher education—cost, quality, and access—exist in what we call an iron triangle. These factors are linked in an unbreakable reciprocal relationship, such that any change in one will inevitably impact the others.” - Public Agenda research on opinions of higher education presidentsSource: The Iron Triangle: College Presidents Talk About Costs, Access, and Quality, Public Agenda, October 2008.
- 38. The revolution willnot be televisedEmerging Product Categories P2PSocialGamesLearning GamesSimulationSocial NetworksMobileOpen Publishing AggregatorsFormal LearningInformal Learning Reference-wareOnline LearningTutoringOnline ResourcesCommunity DrivenInterven-tionsServices OrientedLearning CommunitiesContent DrivenPlatform DrivenEstablished Product CategoriesSource: Startl
- 39. The Innovation ImperativeTheInnovator’s DilemmaFive Trends I'm WatchingCo-Designing the Future 15
- 40. Five Trends I'mWatchingLecture model challenged by virtual teams and shared courseware 116
- 41. “Improvement in post-secondaryeducation will require converting teaching from a ‘solo-sport’ to a community-based research activity.”-Herbert Simon, Nobel Laureate
- 42. Carnegie Mellon OpenLearning Initiative
- 43. Accelerated Learning ResultsOLIstudents completed course in half the time with half the number of in-person course meetings
- 44. OLI students showedsignificantly greater learning gains (on the national standard “CAOS” test for statistics knowledge) and similar exam scores
- 45. No significant differencebetween OLI and traditional students in follow-up measures given 1+ semesters laterModel challengers taking many forms
- 46. Five Trends I'mWatchingAmazon/Ebay style analytics unlock personalizationLecture model challenged by virtual teams and shared courseware 2121
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- 48. Applying analytics tostudent successSinclair Community College
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- 52. Purdue UniversityENTRYPROGRESSCONNECTIONCOMPLETIONStudent DataSystemStudent EngagementLeadership Focused on Completion
- 53. Five Trends I'mWatchingAmazon/Ebay style analytics unlock personalizationLecture model challenged by virtual teams and shared courseware Horizontal platforms and networks unbundle learning231
- 54. Today: Decentralized,vertically integrated silosProsLocal responsiveness
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- 56. Mission distinctivenessConsInstitutions, notstudents, as nodes in the network
- 57. Only partial “interoperability”of credits
- 58. Redundancy and cross-subsidyEmerginghorizontal platform playsPublic/nonprofit playsFor-profit playsExcelsior College
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- 62. BettrAtAggregation of learningexperiencesACE’s CREDIT
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- 65. Industry certificationsAssessment andcredentialingFinalsClub.org
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- 76. Flat World KnowledgeContentcreation/publishingCollegeChoicesFor Adults.org
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- 79. Five Trends I'mWatching4Amazon/Ebay style analytics unlock personalizationLecture model challenged by virtual teams and shared courseware DIY is for real and new brands emerge Horizontal platforms and networks unbundle learning231
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- 82. Five Trends I'mWatching45Amazon/Ebay style analytics unlock personalizationLecture model challenged by virtual teams and shared courseware DIY is for real and new brands emerge Target.com style partnerships formHorizontal platforms and networks unbundle learning231
- 83. Remember predictions circa1999?Brick and MortareCommerceVS.
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- 85. The Innovation ImperativeTheInnovator’s DilemmaFive Trends I'm WatchingCo-Designing the Future
- 86. Next Generation LearningChallengeshttp://www.NextGenLearning.com
- 87. Purpose of NextGeneration Learning ChallengesWhat? To dramatically improve college readiness and completion in the United States, especially among low-income young adultsHow? Accelerate the testing and early scale of breakthrough technology-enabled learning solutions to persistent barriers to low-income learners’ college readiness and completion
- 88. Scaling, Not InventingFocusof initiative
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- 92. Challenges Will BeDefined in “Waves”Wave 1: Building blocks for college completionDeploy open core coursewareScale blended learningEncourage deeper learning engagementMobilize learning analyticsWave 2: Building blocks for college readinessWave 3: Innovative delivery models
- 93. Tentative timelineMid-Fall 2010: Formal launch and announcement of Wave I challenges RFPsMid-Fall 2010 – Winter 2011: Two rounds of applications reviewed by challenge panelsLate Winter 2011: Wave I winners announcedEarly Winter 2011: Wave II challenges announced
- 94. Thank YouJosh Jarrett,Senior Program OfficerEducation – Postsecondary Successwww.gatesfoundation.org
Editor's Notes
- #2 Greetings, etc
- #20 OLI evaluation efforts have investigated OLI courses’ effectiveness not only in stand-alone mode, but also in an instructor-led “accelerated learning” mode. This type of study owes its origins to Ben Bloom’s mastery learning concept and the subsequent accelerated schools program. The most common dependent measure used in such studies is time, i.e. the time it takes a learner to complete a particular amount of material, with proper assessment of equivalent learning outcomes. In these studies of OLI courses, we have demonstrated accelerated learning by showing that a learner can complete a semester-long course in significantly less than a semester and/or that a learner can complete significantly more than a semester’s worth of material within a semester’s time. Results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students in traditional instruction. Two studies conducted at Carnegie Mellon tested whether learners using the OLI course in hybrid mode—that is, students meeting with instructors regularly, but less frequently than in traditional courses, while also using the online modules and assignments of OLI- Statistics—would learn the same amount of material in a significantly shorter time than students in traditional class formats. Results exceeded expectations: OLI-Statistics students completed the course in 8 weeks with 2 class meeting per week, while traditional students completed the course in 15 weeks with 4 class meetings per week. Significantly, student logs showed that the OLI students spent no more total time studying statistics outside of class than the traditional students. Yet the OLI students demonstrated as good or better learning outcomes than the traditional students. Further, there was no significant difference in retention between OLI students and traditional students in tests given 1+ semesters later.[i] Usually, that kind of effectiveness or efficiency effect would be expected only as the result of individualized, human-tutored instruction. And yet in this case, students who met for less than two hours of class per week demonstrated phenomenal performance. [i] M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008), http:// jime.open.ac.uk/2008/14/