The Six Dimensions of Next Generation Learning

1. The Six Dimensions of Next Generation Learning Andy Calkins and Nancy Millichap September 10, 2012

2. Agenda Introduce Next Generation Learning Challenges Present Examples of NGLC Grantee Work Identify Six Dimensions of Next Generation Learning Extend an Invitation to Comment Read the Paper: Next Generation Learning: The Pathway to Possibility http://www.educause.edu/library/resources/next-generation-learning-pathway-possibility

3. Next Generation Learning Challenges The Six Dimensions of Next Generation Learning

4. About NGLC Next Generation Learning Challenges accelerates educational innovation through applied technology to dramatically improve college readiness and completion in the United States.

5. NGLC’s Premise This goal requires a fundamental rethinking of education practices, policies, and structures, if we are to meet individual and societal needs in the 21st century.

6. How It Will Happen These changes will arise from field-based innovation and achieve scale through distributed networking within and across communities of practice. Erik Van Dusen graphic

7. NGLC’s Role NGLC’s role is to accelerate the development of those innovations, foster that networking and advance the distribution of new knowledge.

8. $25 million distributed to 65 grantees representing more than 300 partner institutions 29 postsecondary projects focused on blended learning, open core courseware, learning analytics and deeper learning 19 secondary education projects focused on innovative technology tools linked to the Common Core Nearly 30 new breakthrough secondary and postsecondary schools or programs (by October 2012) To Date: Projected number of students served by scaled-up NGLC projects within five years: 2.5 million

9. NGLC’s Approach Invest in Innovation MultiplyImpact Build an evidence base and create communities of practice. Accelerate Adoption

10. NGLC Partners

11. NGLC Grantees: Goals What outcomes are we shooting for? How do we and our students measure progress towards those outcomes?

12. NAU Personalized Learning Division http://tinyurl.com/NAUPersonalizedLearning

13. U of Massachusetts Math Tutor http://wayangoutpost.com/

14. For Students, Problems with Resources

15. For Instructors, Detailed Dashboard

16. Goals: Common Themes • Prepared for career and civic life • Knowledge that cuts across traditional lines • Applying multi-disciplinary knowledge to an issue • Outcomes relevant to students and employers • Deeper learning: critical thinking, conceptual understanding, transfer of knowledge • Non-cognitive skills: motivation, self-efficacy, learn how to learn • A range of outcomes, a range of measures • Performance not memorization • Mastery • Assessment is learning

17. Goals: Building the Framework • Define • Content knowledge • 21st century competencies • Cognitive • Interpersonal • Intrapersonal • Measure • Assessing for learning • Assessing for attainment • Assessing for system performance • Supporting analytics DEFINE MEASURE

18. Goals: Questions? DEFINE MEASURE

19. NGLC Grantees: Methods What learning and business models can generate those outcomes affordably for all students? What must change in order for these designs to be implemented effectively?

20. Southern New Hampshire UniversityPathways Project http://www.snhu.edu/15513.asp

21. New Charter University http://new.edu/info/

22. Methods: Common Themes(from a student’s perspective) • Personalized to the ways I learn best • Flexible so that I can try different ways to learn • Interactive and engaging so that I participate in the learning • Relevant to the life I’d like to lead • Organized around my own progress against goals I understand • Constantly informed by different ways of demonstrating and measuring my progress • Collaborative with instructors, peers, and others, unlimited by proximity • Agile and supportive when I need extra help • Challenging but achievable, with opportunities to become expert in an area of interest • Available to me as it is to every other student

23. Methods: Common Themes • Online and blended learning environments • Pay a flat-rate and progress at your own pace • Disaggregated faculty roles • Deploying resources differently • Counteracting higher costs of technology with greater efficiencies and higher rates of student success • Training staff and students for new roles and new technologies • Recognizing institutional culture while trying to change how it operates • Feedback and iterative design is baked in

24. Methods: Building the Framework • Design • Learning • Personalized, • Competency-based, variable-paced progression • Active/inquiry-based • Collaborative • Online/blended • Learner Supports • Academic, social, personal, technical/career • Inclusivity/accessibility • Implement • Resource innovation: people, time, money, curriculum, learning tech • Infrastructure: operations, data, systems tech • Culture: organizational, ecosystem, RDD process DESIGN IMPLEMENT

25. Methods: Questions? DEFINE MEASURE DESIGN IMPLEMENT

26. NGLC Grantees: Environments What policy and other environmental conditions must be in place for the new designs to be piloted with fidelity to their founding ideas? What broader conditions must be in place in order for effective designs to scale up?

27. Texas Affordable Baccalaureate http://tinyurl.com/TexasAffordableBaccalaureate

28. University of Central Florida http://blended.online.ucf.edu/

29. Environments: Common Themes • State system-level support for public institutions • Connecting to initiatives supported by policymakers, legislators • Communicating with community at the institution and in the local area • Networks of sharing across institutions • Open educational resources • more accessible and flexible for students • reduced cost of adoption and configurable to different environments for institutions • External vendors provide on-going service to users • Guides, resources, and training materials to support adoption with low-touch but high quality support • Long-term perspectives on internal capacity • Rethinking assumptions about credit hours, recognition of prior learning, accreditation • Collecting evidence

30. Environments: Building the Framework • Enable • Internal/organizational • Policy and governance • Leadership • Startup funding • External/public • Policy and regulation • Access to innovation • Community/public will • Scale • Evidence-building: processes & outcomes • Investment: public & private • Openness • Change management support • Cost-effectiveness SCALE ENABLE

31. The Six Dimensions How do all of these dimensions relate with each other? What purposes might educators and other innovators find for this framework?

32. The Six Dimensions of Next Generation Learning GOALS DEFINE ENVIRONMENTS MEASURE SCALE IMPLEMENT ENABLE DESIGN METHODS

33. Invitation to Comment • Share examples from your own institutions that bring these dimensions to life • Make suggestions to help us create a stronger, more inclusive, more descriptive framework • Email nglc@educause.edu • Comment on the white paper at http://www.educause.edu/library/resources/next-generation-learning-pathway-possibility

34. The Six Dimensions of Next Generation Learning nextgenlearning.org acalkins@educause.edu nmillichap@educause.edu