1. University of Minnesota Minnesota State Colleges and Universities Minnesota Office of Technology Minnesota Virtual University Minnesota Department of Children, Families & Learning 6/5/03 DRAFT FOR DISCUSSION What is the Minnesota Digital Learning Plan?

2. 6/5/03 2 What is the Minnesota Digital Learning Plan? The Minnesota Digital Learning Plan is a collaborative effort to review the current status of Minnesota technology-enhanced education and to outline a direction that will best leverage resources and improve learning to serve the citizens of the state. The plan is sponsored by iSEEK Solutions and the Higher Education Advisory Council (HEAC) and is being led by Minnesota Virtual University University of Minnesota Minnesota State Colleges and Universities Minnesota Office of Technology Minnesota Department of Education

3. 6/5/03 3 Conditions of Change The Emergence of the Digital Age End State Current State In 1992, Peter Drucker predicted that in the next 50 years, “schools and universities will change more drastically than they have since they assumed their present form 300 years ago when they organized themselves around the printed book.” 1 Ten years into that predicted upheaval, the Minnesota Digital Learning Plan will take a collective “snapshot” of where we sit and where we have to go in the next five years. 2003 1 American Council on Education Center for Policy Analysis, Barriers to Distance Education 2008

4. 6/5/03 4 The Drivers of Change New literacy & job skill requirements in the workforce Limited dollars at the state and institutional levels Changing customer expectations High total cost of ownership National, international, & private competition Data-driven decision making & increased accountability requirements Changing student demographics & profiles & the rise of the non-traditional student Increased security risks & requirements Every Minnesota educational institution is facing similar drivers to adopt and adapt. ExternalInternal

5. 6/5/03 5  Establish a statewide, systematic approach to digital learning opportunities, services, policy, and infrastructure development  Create standards, interoperability goals, seamless services and transferable course material  Develop and implement an integrated plan to inform future technology investments  Build the state’s capacity in “Digital Age” skills and competencies Why a Digital Learning Plan? The state’s goal and the purpose of this plan is to identify means to Ensure Access Minimize Costs Improve Learning Create Standards

6. 6/5/03 6 What Do We Have to Gain? With planning and collaboration, change can bring about improvements to education and economies to the institutions that deliver it.  Equitable access to greater learning opportunities  Increased choices for students and parents  More flexible learning options for students of all ages, all geographic locations, and all life situations  Research-based education techniques and best practices  Shared costs for new technology development  More efficient & faster access to resources  Volume purchasing for commonly used applications & infrastructure LearningTechnologyOperations  “Shareable” and timely data for accountability, decision- making & management  Increased and faster services for students Ensure Access Minimize Costs Improve Learning Create Standards

7. 6/5/03 7 What Is Digital Learning? A National Governors Association’s report on national trends in e-learning concludes that “instructional content or learning experiences by electronic technology is expanding rapidly, and this technology is transforming how and where students learn.” 1 1 The State of E-Learning in the States, National Governor’s Association, 2001 Digital Learning takes many forms but has these qualities in common:  It is learning that utilizes electronic systems (computer applications, Internet, video, and CDROM) to manage information, deliver content, and facilitate communication.  It is anytime, anywhere, any path and any pace learning.  It is learner-centered, accessible, and flexible learning.

8. 6/5/03 8 A Life-Long Endeavor It is the goal of Minnesota’s learning systems from early childhood through adult education to prepare its citizens to succeed in an increasingly complex, information-rich society, with the higher-order knowledge and skills that will allow them to function effectively in an ever-changing environment and in a variety of roles. Current and emerging technologies enable personalized and individual life-long learning paths that blur the distinction between age levels and institutions. Therefore, the Digital Learning Plan will address educational and technology issues that cross traditional educational boundaries, looking at systems that best serve students no matter their age, their location, or their level of skill. E-12 Higher Education Life-long Learning

9. 6/5/03 9 Digital Age Education Enabled by a technology-rich learning environment, a Digital Age education system would be marked by: 1 A focus on learning, not institutions Learning organizations defined by mission, not by geography and facilities Student-focused, customized learning, not mass-produced, one-size-fits-all instruction Self-directed and holistic learning, not regimented recitation Learning on a 24/7 basis and throughout the year, not artificial schedules and calendars Empowerment of families and educators, not bureaucracies A number of options and educational providers for each student, not a standard model for all 1 Michael David Warren, Jr., Michigan State Board of Education

10. 6/5/03 10 The Vision Minnesota students shall be prepared to succeed in an increasingly complex, information-rich society. All Minnesota students shall have the higher-order knowledge and skills that will allow them to function effectively in an ever-changing environment and in a variety of roles. Our learning institutions shall have no achievement gap between groups of students, and shall have equal opportunities to meet the learning goals.

11. 6/5/03 11 Building a Digital Structure For Successful Learning Knowledgeable and skilled educators using technology effectively Learning and teaching practices that incorporate 21 st Century tools for 21 st Century learners Effective administrative and student services that harness technology tools to improve access and performance Successful Student Learning Robust access to high performance technology Accountability & improvement through effective research, evaluation & assessment Tradition of high quality education Digital age policy and leadership Pillars of Success Foundational Prerequisites

12. 6/5/03 12 Phase One In Phase One, the Digital Learning Plan will investigate the “pillars of success,” identifying current practice, prevailing issues, and potential “doable” projects. Knowledgeable and skilled educators using technology effectively Learning and teaching practices that incorporate 21 st Century tools for 21 st Century learners Effective administrative and student services that harness technology tools to improve access and performance Successful Student Learning

13. 6/5/03 13 1. Knowledgeable and Skilled Educators Using Technology Effectively In order to be effective in the digital age, educators require a full portfolio of knowledge, tools and skills that allow them to teach in a digital environment to students already steeped in a digital mindset. Anticipated issues for the plan to address:  Technology tools (hardware, software, communications and systems management) for the digital educator  Technical training and technical support for the educator workforce  Instructional theory, practice and support in digital learning techniques  Employment policies and conditions affecting the professional life of the educational workforce (copyright, definition of fulltime work in a 24/7 environment, license requirements, etc.) Knowledgeable and skilled educators using technology effectively

14. 6/5/03 14 Learning and teaching practices that incorporate 21 st Century tools for 21 st Century learners 2. Learning & Teaching Practices The tools chosen by Minnesota institutions to integrate technology and content will determine the success of learning models of the future. Anticipated issues for the plan to address:  Content standards for digital courses  Course and program systems standards  Course development costs and initiatives  Learning management systems for digital learning  Content management systems for digital information  Integration best practices  Information systems for sharing digital learning resources  Adaptation of learning content standards to digital learning practices  Roles of educators and parents in online learning environments  Transferability of courses and programs

15. 6/5/03 15 Effective administrative and student services that harness technology tools to improve access and performance 3. Effective Administrative and Student Services No digital learning system can be accessible and effective without parallel innovation excellence in the administrative and services functions within the institutions. Anticipated issues for the plan to address:  Standard administrative tools and best practices  Privacy and safety in data management  Student information systems, registration and record-keeping  Digitally delivered student services  Technical training and support for digital learners  Digital libraries  Student access to traditional services (libraries, personal and academic counseling, extra-curricular activities, etc.)

16. 6/5/03 16 Phase Two In Phase Two, the Digital Learning Plan will investigate the “Foundational Prerequisites” upon which a successful digital learning environment is based. Successful Student Learning Robust access to high performance technology Accountability & improvement through effective research, evaluation & assessment Tradition of high quality education Digital age policy and leadership

17. 6/5/03 17 4. Robust Access to High Performance Technology Issues of access are at the core of all public education, and are particularly challenging in the new world of digital learning. Anticipated issues for the plan to address: Robust access to high performance technology  Student access to technology tools at home and at school  Community access to robust infrastructures necessary for advanced digital learning.  Technology services that enable students to access available opportunities  Others as identified

18. 6/5/03 18 Accountability & improvement through effective research, evaluation & assessment 5. Accountability & Improvement Through Effective Research, Evaluation & Assessment The heightened capability for and interest in data-driven decision- making has created an environment in which there exist stringent expectations of continual improvement in teaching technique and in learner results. Essentially, digital learning must prove its worthiness as a tool by the results it delivers – a better educated citizenry. We cannot expect that we will get it right immediately and must work actively to improve methodology and services. Anticipated issues for the plan to address:  Research priorities and expectations  Digital learning program assessment and practice  Student assessment results and practice  Dissemination of best practice and mentorship

19. 6/5/03 19 Appropriate policies to facilitate the integration and development of digital solutions 6. Appropriate policies to facilitate the integration and development of digital solutions Anticipated issues for the plan to address:  Policies and funding structures that facilitate trans-boundary learning  Student information literacy standards  Educator information literacy standards  Others as identified

20. 6/5/03 20 Having established a foundational baseline and identified objectives that serve the expectations of our customers – the learners – across a variety of educational functions at our institutions… Research Teaching Practice Professional Development Student Learning Student Services Assessment & Reporting Records & Management Library Services Educational Function Customer Expectation & Demands Anytime, anywhere access to information Rapid response Multi-institutional functions Quality learning experience Phase 3

21. …Phase Three of the Digital Learning Plan can identify best practices, interoperability standards, and collaborative projects that meet statewide objectives. Research Teaching Practice Professional Development Student Learning Student Services Assessment & Reporting Records & Management Library Services Educational Function Customer Expectation & Demands Anytime, anywhere access to information Rapid response Multi-institutional functions Quality learning experience Best Practices Statewide Objectives Improved learning Complementary systems Avoidance of duplication Sharing of data Standards & guidelines

22. Minnesota Digital Learning Plan Research Teaching Practice Professional Development Student Learning Student Services Assessment & Reporting Records & Management Library Services Educational Function Best Practices Statewide Objectives Improved learning Complementary systems Avoidance of duplication Sharing of data Standards & guidelines Combining Phases One, Two & Three, the Minnesota Digital Learning Plan  Will define the appropriate technology tools to meet statewide objectives  Will inventory current technology “assets” among its institutions  Will recommend future direction, appropriate standards, and strategic collaborative investments that will result in an interoperable and complementary system serving the State of Minnesota Customer Expectation & Demands Anytime, anywhere access to information Rapid response Multi-institutional functions Quality learning experience

23. Minnesota Digital Learning Plan Professional Support Security & Authentication Hardware Standards & Specifications Conceptual Architecture Interoperability Standards Infrastructure Network MiddlewareApplications Minnesota Digital Learning Platform System Management & Reliability Data Interchange Collaboration & Workflow tools Content Management Tools Portfolio Tools Instructional Tools Best Practices Consistent Presentation & Accessibility Statewide Objectives Improved learning Complementary systems Avoidance of duplication Sharing of data Standards & guidelines Research Teaching Practice Professional Development Student Learning Student Services Assessment & Reporting Records & Management Library Services Educational Function Best Practices Customer Expectation & Demands Anytime, anywhere access to information Rapid response Multi-institutional functions Quality learning experience

24. 6/5/03 24 Time Table Phase One January – March, 2003: Executive Committee and Advisory Board creating scope & process March – April, 2003: Committees and task forces formed at University of MN, MnSCU, and representative K-12 July – August, 2003: Committee work and discussion, 1, 2, 3 Phase Two August, September, 2003:Committee work and discussion, 4, 5, 6 October, 2003: Preparation of report – Foundations of Improved Learning Through Digital Technology; Committee review, HEAC and iSEEK review November, 2003: Digital Learning Summit, review and open comment January, 2004: Presentation of report to Governor & Legislature Phase Three January, 2004: Prioritization and funding of collaborative projects February, 2004 forward: Implementation of ongoing projects, establishment of permanent Digital Learning collaborative structure

25. 6/5/03 25 For More Information Digital Learning Plan Web site: Http://www.digitallearning.state.mn.usHttp://www.digitallearning.state.mn.us Contact: Cathy de Moll Minnesota Office of Technology Cathy.de.moll@state.mn.us 651-215-3872