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

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 possibility

The Six Dimensions of Next Generation Learning Next Generation Learning Challenges

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

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 21 st century.

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

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

To Date: $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) Projected number of students served by scaled-up NGLC projects within five years: 2.5 million

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

NGLC Partners

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

NAU Personalized Learning Division

U of Massachusetts Math Tutor

For Students, Problems with Resources

For Instructors, Detailed Dashboard

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

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

Goals: Questions? MEASURE DEFINE

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? NGLC Grantees: Methods

Southern New Hampshire University Pathways Project

New Charter University

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

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

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 IMPLEMENT DESIGN

Methods: Questions? MEASURE IMPLEMENT DESIGN DEFINE

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? NGLC Grantees: Environments

Texas Affordable Baccalaureate

University of Central Florida

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

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

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

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

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 Comment on the white paper at resources/next-generation- learning-pathway-possibility resources/next-generation- learning-pathway-possibility

The Six Dimensions of Next Generation Learning nextgenlearning.org