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What Might Expand Learning Infrastructure in Rural Communities?

Posts from WOL - Thu, 2015-07-02 09:20

Eagle’s View Learning Center is located in Seward, Pennsylvania, a rural town of 486. It offers a learning environment whose curriculum is diverse and personalized despite scarce local resources. Eagle’s View has an onsite staff of three adults but uses online lesson content developed by the 200 teachers at the Pennsylvania Leadership Charter School to bring diverse perspectives and material to its rural learners.

This signal of change provides one example of how education stakeholders are beginning to find new ways of addressing the needs of learners in poor rural communities. As Jason Swanson, Andrea Saveri, and I explored in our recent paper, “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems,” learners living in them can face particular challenges in addition to the common challenges described in the opening post of this series:

  • Lack of social and economic infrastructure
  • Limited access to high-quality educators and place-based extended learning opportunities
  • Limited diversity of perspectives and interest
  • Focus on meeting basic, immediate needs
  • Lack of access to basic health services

Looking ahead to 2025, our paper imagines that a rural learning commons might provide a new layer of infrastructure that seeded educator development and expanded access to cross-cultural learning experiences. The Rural Oklahoma Learning Ecosystem would use a co-presence technology platform and a global matchmaking platform to enable teachers and students to connect with classrooms in other locations. In addition, it would develop educator capacity through a resident teaching program that seeded educator development, hosted a robust open education resource platform, managed an integrated data warehouse for rural school districts, provided training in data analytics for school leaders, and coordinated a quarterly educator Collab MeetUp that rotated across rural communities. Educators would have access to a mentor cloud so as to access expertise that was not available locally and would also be able to enhance their local learning geographies using customized augmented reality software.

This story from the future represents just one way in which ecosystem participants might address the needs of learners in poor rural communities by extending local infrastructure and fostering educator development. Where else do you see possibilities for taking new community-level approaches to support learners in rural communities?

Interested in learning ecosystems? Read more:

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No room for innovation: Finland’s barrier to educational progress

Posts from WOL - Wed, 2015-07-01 09:46

photoOne of the key issues that is always discussed when talking about the Finnish education system is the elevation of the teaching profession and teacher pre-service training. These are, most assuredly, aspects of the system that should be discussed. Finland has elevated the profession on par with doctors and lawyers. In so doing, they have reserved the slots in teacher colleges for elite students.

Part of this process was reducing the number of teacher education programs by 80 percent to allow for better alignment, consistency in instruction capacity and practice, and allow for more uniformity in Finnish classrooms. Teachers are trained to use and analyze data, to do their own field-based research, and implement research-based practices in their classrooms.

The pre-service system is heavy on theory and content. Over the first three years, students build that foundation before entering the classroom to student-teach in their last year in college. All Finnish teachers have a master’s degree. This sort of uniform and rigorous training allows teachers to have greater autonomy. Every discussion that I had with higher education and education officials focused in on this key issue of teacher autonomy. This is obviously something that American teachers crave and feel that they do not have because of the constraints of NCLB and in particular our current testing regimes.

The Finnish system, for lack of a better compound word, is teacher-centric. This is an important concept. This teacher-centric focus on high-quality training, pedagogy, research-based instruction, and elevation of the profession has helped Finland become one of the highest performing systems in the world. Couple the teacher-centric focus with the culture, vision, and transparency I wrote about in my last blog and it creates a powerful equation to drive results. This is all true and should be celebrated.

Now comes the but…

My observations and my conversations with key stakeholders also began to expose a barrier to moving the Finnish system forward. It is a rigid system that does not support innovation well.

There have been movements towards a more student-centric model. Helsinki schools are leading this charge with the creation of e-campus. The cornerstones of e-campus are portfolio-learning, a culture of creative and collaborative learning, and an approach called phenomenon-based learning (think interdisciplinary project-based learning). This movement in Helsinki comes on the cusp of a new national curriculum in 2016 built on the notion of student-centrism. These new approaches to learning are supported by the business community and economic forums and to some degree being met with resistance by teaching professions that see it as an assault on their autonomy. This must all sound ever so slightly familiar, correct?

In so many ways the movement in Finland is directly analogous to the push in the United States around personalized learning. Finland, to their own admission, lacks the innovation and entrepreneurial spirit of the United States. Their economy is still relatively flat post the worldwide recession post 2008.

They know that to stay on top of the educational rankings and more importantly, to prepare their children to propel their economy, they need to shift their system from the teacher-centrism of the last several decades to a student-centric, student-driven system. Again, does this sound familiar? It was startling and fundamentally interesting to me that Finland and the United States were struggling with many of the same issues. The want to move to a student-centered approach but the difficulty in making that shift from providing the right capacity-building for teachers, engaging the right stakeholders, engaging parents, and empowering students to take control of their learning.

Systems perpetuate themselves, and each country, Finland and the United States, are trying to break out of the constraints of legacy, history, and inertia. I do have to fundamentally give Finland credit for proposing a shift from a teacher-centric national curriculum to a student-centric curriculum and aligned approach. This is a difficult shift and particularly difficult if you are on top as Finland is. We, too, can make this shift. We need to in order to be an economically viable leader in the future.

 

Read more about Matt’s trip to Finland:

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Why I’m scared of the future of education

Posts from WOL - Tue, 2015-06-30 09:49

scared-of-future-educationWhen I started at KnowledgeWorks almost a year ago, “strategic foresight” was a new concept to me. I had seen the KnowledgeWorks future forecast and thought through what the future of learning could look like, but my understanding of “forecasting” was limited to the Weather Channel telling me whether it was supposed to rain.

In May, I had the opportunity to learn more about strategic foresight when I took a leap out of my comfort zone and attended the Institute for the Future’s 2015 Ten Year Forecast Retreat. I’ve sat through plenty of conferences discussing how to tweak our education system to push it toward improvement, so trying to wrap my head around the education implications of Application Program Interface (API), block chain, and the seven economies that give structure to our world was mind-bending to say the least.

As much as I wish I could write a clear piece on how the corporate, consumer, creative, collaborative, civic, criminal, and crypto economies are going to be shaping education in 10 years, I still haven’t really wrapped my head around what those words even mean. I highly recommend looking to Katherine Prince’s reflections for deeper insight on the educational implications.

Along with major brain overload, I left the retreat with a revelation that I can fully comprehend and that I hope all involved in education and policy will start to take note of, as well.

First of all, our world is advancing very quickly, and while that can sound a little scary, that kind of fear is misdirected. The real scary idea is that our system of education – and the politics surrounding it – is not innovating even close to quickly enough to keep up with the reality of today, let alone the reality of 2025.

A lot has changed in the education world since 2005, regardless of whether or not we see it when we walk into a classroom. Most, if not all, of the students have always known smart phones, the internet, and social media and probably never had to use those things called Encyclopedias on research papers. There are innovative programs and schools that have popped up in the last 10 years that keep up with the reality of what it means to be prepared for tomorrow’s careers. Students are encouraged to focus on STEM classes to be competitive in the job market.

However, when I flash back to my time in high school, compared to my recent teaching experiences, I don’t see those changes in the education system.

When I walked into my first kindergarten class, an overhead projector was the most advanced piece of technology students could interact with (and by interact with, I mean look at). Students were leaving that K-8 school for high school without knowing how to type, let alone use the internet for research. Sure, my students were learning math and reading, but so were students in the 80s. Technology, progress, and future education’s potential weren’t even an option for my students.

And while there are future-ready schools that are willing to break from tradition to push children’s potential, they are often only available to students from well-off families. Game-changing innovation is happening and technology is advancing exponentially, but for the most part, it is reserved for the privileged and wealthy. Schools similar to the one where I taught are sliding farther and farther from the cusp of innovation.

I’m left frustrated with the system that too many students are being pushed through. As long as education conversations are dominated by the constant fights over the same controversial topics, we stall progress in public education, and the wealthy are able to race ahead with students prepared for the jobs of the future. Without the education community’s investment in the drastic transformation required to prepare all students for the future, education in 2025 looks devastatingly inequitable.

My experience at the IFTF retreat grounded me in the fact that my work in education is not about responding to the squeaky wheel, helping the rich get richer, or creating more stability for those with power. This work has to be about addressing the desperate reality that if our system doesn’t change soon, this country will continue find that the gap between the haves and have-nots will continue to grow until it is insurmountable.

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Finland’s Educational Focus: Well-Being + Deep Learning

Posts from WOL - Mon, 2015-06-29 08:59

I’ve wondered for a few years: what makes the Finnish Education System tick? As I’ve mentioned in my last blog, I trended towards being dismissive of what the Finns had built. What could the United States truly learn from Finland?

Maybe, I thought, Vermont could learn something from the Finns. Finland was, after all, educational reform in a small, socialist, homogeneous country. So it was like Vermont but with less flannel and maple syrup.

I was also somewhat jaundiced because I thought some interest groups in the U.S. picked and chose what they wanted out of the Finnish system to assist in building their selected advocacy case, while ignoring the obvious issue that the U.S. was exponentially bigger, more diverse, more fraught with poverty and its crushing effects, and without the social undergirding of a traditional socialist government.

My point of view coming into this experience was quite logical, fully factual, but often wrong.

In our publication, District Conditions for Scale: A Practical Guide to Scaling Personalized Learning, we focus on three Meta themes: vision, culture, and transparency. These all are present in the Finnish system and, even more so, in the Finnish society.

Setting governmental structure aside, this is a society that is set up to support children and families. It is everywhere. It is on street signs. It is present in their system of early childhood, health care, vacations, and overall support for mothers and families. It is ever-present in their education system. Students do not start basic (primary) education until 7 years of age, but they also learn and are nurtured throughout the early education system.

When they start basic education, they are nurtured there, as well, with 15 minutes of break time for every 45 minutes of instruction. Lunch is an hour to allow for eating and play. Let that sink in a moment. I’ll wait…

…Yes, they allow their kids to play.

There a simple, beautiful concept that is the foundation for the culture of their education system and society as a whole. Finland is a small country with only 5.5 million people. They believe that they cannot let even one child slip through the cracks. It is essential that all children are supported, because they know – and believe – that children are their future.

They put such a gorgeous primacy on providing a foundation for a childhood that produces not just productive citizens, but thriving children.

Their vision for the education system is one of well-learning: a concept that combines well-being and deep learning.

I’m traveling with a group of district leaders and my friends from EdLeader21 and EF. This concept struck so many of us: Could we focus on well-learning? Would we have the audacity in the United States to commit to well-learning? Would we have the tenacity to build and sustain it?

To allow for Finland to capitalize on their cultural support for children, to bring the vision of well learning to action, they needed transparency. Each and every person that we’ve talked to or listened to in Finland, from different levels of the system, can articulate the vision and how it operationalizes. This is the transparency that the system needs to sustain itself and continuously improve. This is in place in Finland.

Now is everything coffee and biscuits in the Finnish system? Well, no, but you’ll have to read my next posts to find that out.

Postscript:

In my last blog post, I used a middle school friend as a metaphor in the piece. Her name is Riina Ruska. I happened to do a quick Google search (since I’m not on Facebook) and I happened to find an interior design studio in Helsinki owned by a Riina Ruska. Now I didn’t know how common her name was or wasn’t. Maybe Riina Ruska was the Finnish equivalent of Jenny Smith in the States. So I searched for her brother, Teemu, and images of both and confirmed it was her. I sent her a short email and heard back from her in a matter of minutes. We met for a drink on Wednesday. We hadn’t seen each other in 26 years when we were 14 years old (you are doing the math, aren’t you?). It was a lovely reunion with conversation about our past and present.  She is married with two soccer playing boys, she’s the team leader for the soccer team, owns a design studio, and in so many ways, hasn’t changed in 26 years.

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What Might Expand Job Mobility in Disrupted Suburbs?

Posts from WOL - Fri, 2015-06-26 08:58

This is the third of a five-part blog series on creating equitable and vibrant learning ecosystems for all students, no matter where they live.

Louisiana’s statewide Jump Start program prepares high school students for careers via a career-ready diploma. It uses a unique point system, whereby participants earn graduation index points that correlate directly with the state’s Workforce Investment Council, linking local business needs with skills developed in the Jump Start program.

This is just one signal of change illustrating how education stakeholders are beginning to find new ways of addressing the kinds of needs that learners in disrupted suburbs tend to face. As Jason Swanson, Andrea Saveri, and I explored in our recent paper, “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems,” learners and families living in disrupted suburbs can face particular challenges in addition to the common challenges described in the opening post of this series:

  • Growing economic uncertainty, social instability, and income polarization
  • Difficulty adapting to poverty and dealing with the resulting stress, isolation, and anxiety
  • Help understanding that the old system of education that enabled many of the community’s adults to succeed might no longer be sufficient for their children

Looking ahead to 2025, our paper imagines that an education-employment consortium might expand job mobility in struggling suburbs by creating flexible and intersecting education and career pathways. The FlexCareerWeb Consortium would enable learners to earn career credits while also developing core academic skills. The consortium would catalyze contributions across education providers and businesses by working with schools and local employers to articulate a shared long-term vision for learning in the region and to design outcomes that guided contributors’ respective initiatives.

This learning ecosystem would also make use of a cross-agency data warehouse to integrate data from schools, social services, mental health, and juvenile justice agencies in support of providing relevant and integrated services to a rapidly changing school population. Lastly, it would use a niche career-diploma dashboard to help learners connect with the right experiences and would offer specialized services such as a local career gap year.

This story from the future represents just one way in which ecosystem participants might address the needs of learners in disrupted suburbs by expanding the notion of who contributes to learning and linking resources and data flows across a region. Where else do you see possibilities for taking new community-level approaches to support learners in disrupted suburbs?

Interested in learning ecosystems? Read more:

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A Collective Commitment to Quality Early Childhood Education for All

Posts from WOL - Wed, 2015-06-24 13:57

 increased access to quality early childhood education works.

“What is required is a sense on the part of all of us that what happens to those kids matters to me — even if I never meet them.”

Since yesterday headlines have been filled with President Barack Obama’s use of the n-word during an interview with comedian Marc Maron on his popular “WTF with Marc Maron” podcast.

Lost in the controversy and the national conversations stirred by his use of the word however were some very poignant points on the importance of early childhood education and the role it can play in overcoming cyclical poverty and issues of racism. (Skip ahead to minute 48:45 in the podcast to hear his full remarks on early childhood education.)

During the podcast, President Obama stated, “I am less interested in having an ideological conversation than I am in looking at what has worked in the past and applying it and scaling up.”

I couldn’t agree more.

So here’s what we know: increased access to quality early childhood education works.

The facts show that:

  • Quality preschool has a greater impact than interventions at any other point in a person’s life, including K-12 schooling and job training programs.
  • Every dollar invested in high-quality early childhood education can save more than seven dollars later on—by boosting graduation rates, reducing teen pregnancy, even reducing violent crime. (President Obama, 2013 State of the Union)
  • Students from low income neighborhoods enter kindergarten on average 18 months behind their more affluent peers and are 42% less likely to be reading at grade level by 3rd
  • Students who do not read at grade level by 3rd grade are four times more likely to drop out of school unable to meet the basic education requirements of most employers.

So, like President Obama shared during the podcast that hasn’t been mentioned, “if a 3-year-old, 4-year-old kid is in an environment of love and is getting a good meal and has a teacher that is trained in early childhood development and is hearing enough words and is being engaged enough, they can get to where a middle-class kid is pretty quickly….What hasn’t happened is us making a collective commitment to do it.”

The Cincinnati Preschool Promise is making that collective commitment. The Promise will provide tuition credits for all Cincinnati families to use to send their 3 and 4 year old children to a quality rated public or private preschool of their choice, regardless of income.

The Cincinnati community has one of the highest child poverty rates in the country. It is time we did something systemic about it.

Join us in making an impact. Learn more about becoming a Cincinnati Preschool Promise Ambassador today:  www.cincy-promise.org.

William Thomas is the Community Engagement Manager for the Cincinnati Preschool Promise, which is a cross-sector effort to provide two years of quality preschool for every child in Cincinnati.

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What might make urban dropout rates plummet?

Posts from WOL - Wed, 2015-06-24 10:05

This is the second of a five-part blog series on creating equitable and vibrant learning ecosystems for all students, no matter where they live.

Ever Forward Club is a community-based club operating in Oakland, California, that helps young men, particularly underserved and at-risk young men of color, foster emotional maturity and overcome the hyper-masculinity code that can be a barrier to empathy, personal growth, and academic achievement. The club uses conversation, play, and community to support young men’s development by expanding their emotional toolboxes so that they can better handle the challenges of school and life now and into the future.

This is just one signal of change illustrating how education stakeholders are beginning to find new ways of addressing learners’ needs in poor urban neighborhoods. As Jason Swanson, Andrea Saveri, and I explored in our recent paper, “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems,” learners living in them can face particular challenges in addition to the common challenges described in the opening post of this series:

  • Difficulty accessing surrounding resources
  • Lack of access to essential learning resources, quality teachers, and technology
  • Cultural isolation and the difficulty of dealing with complex or misunderstood social narratives associated with poverty and race
  • Conflicting narratives about what success means and the role of education toward it
  • Significant needs around work, safety, food, and health uncertainty

Looking ahead to 2025, our paper imagines that urban learning crews could provide personalized learning and deep social support to middle and high school aged students in the largest inner cities in the U.S., causing dropout rates to plummet. An Urban Learning Crew League would coordinate crews’ educational programming across city-wide learning venues, integrating visits to locations such as museums, maker spaces, media labs, parks, and science centers with online curriculum and in-person classes to help students achieve individual learning goals. The crew experience would also include a social-emotional curriculum and personal growth activities that were interwoven throughout the day and week, with crew members having several in-person check-ins during the week to reflect on personal challenges. Crew members would engage in emotional intelligence skill-building activities and would use a mood capture application to track and reflect on their emotions throughout the day in support of practicing self-regulation and develop a healthy inner self. Monthly potluck open portfolio celebrations would bring together parents, neighbors, and guardians to see members’ work and help community members understand how best to support the kids.

Such a learning ecosystem would provide niche education experiences and tailor support to small groups of urban youth by leveraging common platforms and using a specialized suite of social media apps.  It would also mobilize learners, parents, and learning agents to come together to reflect on learning and related supports.

This story from the future represents just one way in which ecosystem participants might address the needs of learners in poor urban neighborhoods by helping them access the city’s resources and by providing strong social and emotional support.  Where else do you see possibilities for taking new community-level approaches in to support learners in poor urban neighborhoods?

 

Interested in learning ecosystems? Read more:

 

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Edu-Pilgrimage: What can we learn from Finland?

Posts from WOL - Tue, 2015-06-23 11:03

Well, I’m heading to Finland. Like some sort of edu-pilgrimage as if I’m the Wife of Bath or a swallow to Capistrano. I’m going with a group of district leaders from across the United States. I’ve heard the tales of Finnish education: its teacher selection and training programs; its singular focus on the child; its social supports; its lack of teacher evaluation and test-based accountability.

I have, at times, been dismissive of the talk of Finland as an edu-wonderland. This is not because I don’t have respect for the system that the Finns have built. In fact, I love aspects of this system as it is aligned, focused on outcomes, focused on getting the right people in the right places to positively effect the lives of children. It is a system that puts the efficacy of the teacher at the center of the system. It also prioritizes the training of that teacher and particularly in the pre-service realm.

But here is where I get tripped up. I don’t know what to do with that data. The United States is dramatically different from Finland. Finland is a country of 5 million people, it is socialist and centralized, it is homogenous, and there aren’t the massive disparities between the haves and the have nots that we have in the U.S.  Additionally, there are no local union contracts in Finland with all of the contracts being negotiated at the national level. Would that work in the U.S.? Umm, no. There is no annual testing or teacher evaluation. That wouldn’t fly in the U.S. either. This is not a judgement of either system. It is merely fact. Our systems are dramatically different.

I lived six years of my childhood/teenage years overseas in Dubai, UAE, where I attended an American school, the Jumeriah American School (now Dubai American School). One of my friends was Finnish. Her name was Riina Ruska. She was amazing. She was beautiful, artistic, athletic, humble, and funny. She had a certain style about her (even in middle school) with her blue rimmed eye glasses, long blond hair, and ability to simultaneously stand out and hide in the background. She was by far the smartest student in our class if not the school. She was by all definitions that I had as a teenager the very embodiment of perfection. For me, in many ways, Riina is a great example of the Finnish system of education. She is very much like the Finnish education system which is often held up by some Americans as an example of perfection. Perfection is in the eye of the beholder and leads to comparisons that are both unsustainable and unattainable.

With that said, do I think that we mighty Americans with our rigid system, our focus on access and equity, and our incredibly diverse, heterogeneous system can learn from Finland? Absolutely, I do. I think the lessons we glean need to focus in on the right level of the education system. Can we institute a national-level system like Finland? No, that is not, nor will it ever be, our system. We are a state-driven, federally supported (access and equity) system.

That said, I’m most interested in how the system is aligned and what that means for districts in the U.S. For example, how have they aligned professional development and supports and what does that mean for states and districts? How have they scaled practice (much of which has been borrowed from the U.S.) and, again, what does that mean for American districts? How have they been able to connect, in a systemic fashion, content, skills, creativity, and student supports? There is a great deal to learn from Finland and from other high performing countries. We need to solve for the right level in the U.S. system and we cannot assume that if it is a national system there, it can work as a national system here. I believe the answer lies at the district level. I believe that we can learn from intentional alignment, and in our system, that also means ensuring jurisdictional alignment as well (i.e. between the federal, state, and district levels)

I look forward to learning about the Finnish system first hand and will set aside my biases. I know that the experience will be enlightening. I will certainly be using our District Conditions for Scaling Personalized Learning as a guide to investigating alignment, sustainability, and scaleability. I’m also curious about some of the new changes (new curriculum and focus on student-centered learning) in Finland and how it effects the students. It will be an adventure. I will be checking in periodically during my travels so look for new posts, and please, check back.

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Wheels Up

Posts from WOL - Mon, 2015-06-22 15:22

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The first time she packed her bags to fly, she packed her purple Dora the Explorer backpack with her boo bunny, her blankie, some crayons and her favorite pop-up book, Guess How Much I Love You. We boarded a plane together, hand-in-hand. My daughter, Kate, was barely two.

And today, she’s taking off, solo, for the first time – two weeks shy of her 16th birthday. She’s headed to New York City, alongside dozens of other students to attend the National Youth Leadership Forum (NYLF): Business Innovation – 8 Days to Startup.

Housed on Columbia University’s campus and other various locations throughout the city, the program focuses on business creation, globalization, personal leadership and career opportunities in business across industries.

The invitation came by mail back in February. A flurry of text messages and Snap Chats filled with excitement from Kate were sent. “Can I go? Can I go?”

We read all the package of materials, combed through the NYLF website together, watched videos. Kate texted with others to see if they had gone through the program and learned very quickly that this was an amazing opportunity – even highlighting in orange pen: “The program provides high school scholars with the opportunity to gain insight into the various aspects of the business world, challenged by real-world business issues through interactive simulations, hands-on workshops, informative seminars and site visits.”

The National Youth Leadership Forum (NYLF) focuses on business creation, globalization, personal leadership and career opportunities in business across industries.“Mom! Read this… I can choose from Columbia University in New York, or Stanford or UC Berkley in California!! OMG. How did I get this? Who nominated me? Is it because they think I’m a leader?”

Amazing, right? As a parent and communications / marketer by trade, who happens to also work for an education organization that champions early college exposure, business and community engagement and personalized learning experiences that engage young minds, my eyes were big – excited for her. I saw that spark – that wide-eyed enthusiasm and belief that she could do this. Someone believed in her and nominated her for this unique opportunity and she was going to go for it.

She saved babysitting money, cash gifts from family and monthly allowance. When choosing between a new cute shirt and setting aside more money for New York, she picked New York.

I took her to open up a bank account. We went shopping for business attire – two new blazers, professional length skirts and dresses, closed toed shoes. I was beaming and a little teary eyed. My little girl was growing up.

Last night, she was highlighting her itinerary. Noting her keynote speakers; sessions on goal development, business case discussions, meetings with venture capitalists; skill development workshops from design challenges, to business cases development, public speaking and leadership; and of course, the excursions: Wall Street, various college campuses, Central Park, Madison Square Garden… and following the program, her extended cultural stay to visit the sites of New York, including the Empire State Building and Times Square to watch a Broadway show.

As we look at the future of learning, the future is now. And we as a nation need to consider the design of programs like those seen in Envision, to transform the culture and structure of learning.

Kate’s program is a tremendous early college opportunity designed to challenge students’ abilities and provide them with a foundation in business that can be used to start up their future, no matter what their aspirations are.

It’s real-world experience with multiple, high-quality approaches to personalized learning that is supporting Kate and other learners who attend, in pursuing the right combinations of learning experiences and supports, enabling many possibilities for how, when, and what people learn and addressing their non-academic needs. This one happens to be eight days. Imagine if the design principles of this program extended into our current structures of learning to embody a wider range of settings, platforms and diverse learning agents that enable students to create individualized learning opportunities and experiences that reflect their particular interests, goals and values.

kate-youngShe’s texted me a couple of times from the gate at the Raleigh-Durham (RDU) airport. Delayed. ‘Should I call the program advisor to let them know my plane will be late?’ That’s my girl. Responsible, strong, excited about what the future will hold. And while I will always see her as that curious toddler with a Dora backpack strapped to her back, I know the strong foundation we have built as parents, in partnership with her teachers at Wake County Public Schools, her coaches and mentors throughout our community and these kinds of learning opportunities have helped her to grow her wings.

Wheels up honey. I’m so proud of you.

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Internships Empower Students and Open Career Opportunities

Posts from WOL - Wed, 2015-06-17 09:48

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When I thought about my plans for the summer during the beginning of my junior year of high school, I never imagined that I might be commuting into Cincinnati to intern in the communications department of KnowledgeWorks. I first walked into the KnowledgeWorks office to begin my internship last week, and already, my perception of who I am and what I can do has started to change. My name is Hannah Matuszak, and I’m a rising senior at Loveland High School. I’ve been in love with technology and coding since I was twelve years old, when I first started to learn how to create a webpage, and I enjoy writing fiction and creating designs both on paper and with digital art programs. I work best when I combine the logical side of computer programming with the creativity I use in my artistic expression, and I’ve had plenty of chances to merge these two areas in the past few days of my new job.

During the first three days of my internship, I’ve experienced the varied roles of a communications team and worked on several different projects. My favorite thing that I’ve worked on so far has been making small changes to the KnowledgeWorks and StriveTogether websites. Although I’ve created and edited webpages before in school, this has been my first chance to work on a real website and see the changes appear in front of me when I type the URL into the search bar. I’ve also learned a lot about using social media for promoting a brand and sharing information rather than posting selfies and tweeting friends.

Interning at KnowledgeWorks is giving me tools I can use in any type of workplace, which fits perfectly with my goals for this summer. One of the biggest challenges that faces any student starting to think about their path after high school is choosing from the huge array of college majors and career choices. Narrowing down your interests into one specific field can sometimes feel impossible. I know that as I’ve taken my first steps towards college, deciding what to do with my future hasn’t been easy, but an internship is a good way for anyone to see how their interests apply to the real world and try out a possible career option. In my internship, I’m learning a little bit about everything, from marketing tools to conference planning, which will hopefully allow me to figure out where my skills and interests fit best.

I was connected to this internship opportunity through the INTERalliance of Greater Cincinnati, an organization dedicated to providing students with the knowledge and opportunities they need to enter the technology field and become a part of Cincinnati’s IT workforce. Each summer, INTERalliance partners with Cincinnati companies like KnowledgeWorks to place high school students in internships where they gain real-world experience. However, even before I was offered an internship for this summer, I had the chance to visit the KnowledgeWorks office as part of the INTERalliance IT Careers Camp. I remember that talking with a few of the current college interns and touring the office gave me a sense of creative energy that led me to feel that working with the company would be a great fit for me, and a year later, here I am!

I’m looking forward to spending the summer as a KnowledgeWorks intern and seeing what I learn from this experience and where it takes me in the future.

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Internships Empower Students and Open Career Opportunities

Posts from WOL - Wed, 2015-06-17 09:48

An internship is a good way for anyone to see how their interests apply to the real world and try out a possible career option

When I thought about my plans for the summer during the beginning of my junior year of high school, I never imagined that I might be commuting into Cincinnati to intern in the communications department of KnowledgeWorks. I first walked into the KnowledgeWorks office to begin my internship last week, and already, my perception of who I am and what I can do has started to change. My name is Hannah Matuszak, and I’m a rising senior at Loveland High School. I’ve been in love with technology and coding since I was twelve years old, when I first started to learn how to create a webpage, and I enjoy writing fiction and creating designs both on paper and with digital art programs. I work best when I combine the logical side of computer programming with the creativity I use in my artistic expression, and I’ve had plenty of chances to merge these two areas in the past few days of my new job.

During the first three days of my internship, I’ve experienced the varied roles of a communications team and worked on several different projects. My favorite thing that I’ve worked on so far has been making small changes to the KnowledgeWorks and StriveTogether websites. Although I’ve created and edited webpages before in school, this has been my first chance to work on a real website and see the changes appear in front of me when I type the URL into the search bar. I’ve also learned a lot about using social media for promoting a brand and sharing information rather than posting selfies and tweeting friends.

Interning at KnowledgeWorks is giving me tools I can use in any type of workplace, which fits perfectly with my goals for this summer. One of the biggest challenges that faces any student starting to think about their path after high school is choosing from the huge array of college majors and career choices. Narrowing down your interests into one specific field can sometimes feel impossible. I know that as I’ve taken my first steps towards college, deciding what to do with my future hasn’t been easy, but an internship is a good way for anyone to see how their interests apply to the real world and try out a possible career option. In my internship, I’m learning a little bit about everything, from marketing tools to conference planning, which will hopefully allow me to figure out where my skills and interests fit best.

I was connected to this internship opportunity through the INTERalliance of Greater Cincinnati, an organization dedicated to providing students with the knowledge and opportunities they need to enter the technology field and become a part of Cincinnati’s IT workforce. Each summer, INTERalliance partners with Cincinnati companies like KnowledgeWorks to place high school students in internships where they gain real-world experience. However, even before I was offered an internship for this summer, I had the chance to visit the KnowledgeWorks office as part of the INTERalliance IT Careers Camp. I remember that talking with a few of the current college interns and touring the office gave me a sense of creative energy that led me to feel that working with the company would be a great fit for me, and a year later, here I am!

I’m looking forward to spending the summer as a KnowledgeWorks intern and seeing what I learn from this experience and where it takes me in the future.

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Cultivating Vibrant Learning Ecosystems in High-Need Geographies

Posts from WOL - Fri, 2015-06-12 11:37

This is the first of a five-part blog series on creating equitable and vibrant learning ecosystems for all students, no matter where they live.

In our recent foresight design paper, “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems,” Andrea Saveri, Jason Swanson, and I explore two key questions:

  • What kinds of learning ecosystem interconnections might help participants create vibrant learning ecosystems?
  • What might learning ecosystems look like in different high-need geographies?

These high-need geographies often reflect conditions that make it difficult for learning ecosystems to become learner centered, equitable, modular and interoperable, and resilient. While the specific conditions vary from one high-need geography to another, we traced them back to a common set of challenges:

  • Isolation in various forms and barriers to accessing resources can prevent vibrant learning ecosystems from developing.
  • Instability of, or extreme constraints to, an area’s economic base can undermine effective planning and prevent consistent movement toward solutions that could make local learning ecosystems vibrant.
  • Cultural barriers and stigma can prevent viable solutions from taking hold in meaningful ways.

Over the next couple weeks, I’ll be taking a closer look at four high-need geographies to consider the particular challenges that learners in them tend to face and how ecosystem participants might combine three structural roles to cultivate vibrant learning ecosystems. The three structural roles operate as described below.

  • Ecosystem participants that take on concentrator roles will provide core infrastructure, aggregation, and brokering services that will provide foundational services and efficiencies. Today, we see concentration in areas such as school governance, education resource platforms, learning management systems, and e-portfolio development platforms.
  • Ecosystem participants that take on fragmenter roles will focus on well-defined niches, differentiating their offerings to deliver high-value user experiences. Today, we see fragmentation in diversifying school formats and learning venues, classroom models, and professional learning communities.
  • Ecosystem participants that take on catalyst roles will mobilize resources and attract diverse participants to forge connections across boundaries and pursue shared goals. Today, we see catalyzation in areas such as educational policy, standards, and accountability systems.

Jason, Andrea, and I adapted these structural roles from the Deloitte Center for the Edge’s The Hero’s Journey through the Landscape of the Future. Together, they promise to help ecosystem participants create flexible value webs that meet learners’ needs through the contributions of many organizations and individuals.

I hope you’ll join me as I look at possibilities that these structural roles suggest for cultivating vibrant learning ecosystems in poor urban neighborhoods, disrupted suburbs, poor rural communities, and incarcerated settings. We think that shifting the focus from school systems to community-level learning ecosystems could bring about some breakthrough changes that could help all learners thrive.

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Personalized Learning in Reynoldsburg

Posts from WOL - Fri, 2015-06-12 04:00

The appearance of education is changing, and nowhere is that more obvious than in Reynoldsburg, Ohio.

“There are no desks permanently lined up in rows and, in one building, no bells signaling the end of class,” says Caroline Porter in her recent The Wall Street Journal article. “College isn’t some far-off place: Students can take classes from a community college on school premises. Most students don’t even have to take gym in high school.”

Reynoldsburg City Schools is embracing a personalized learning model that helps put students in control of their own education, letting them proceed through course material at a pace that is right for them rather than waiting for their peers to catch up or moving on without having fully mastered the material.

Innovation is not new to Reynoldsburg. EDWorks, a subsidiary of KnowledgeWorks, has been working with Reynoldsburg City Schools since 2009 and helping them implement STEM curriculum in grades K-12, making the district one of the largest STEM programs in the nation. During this work, the high school was divided into four interest-based academies based on EDWorks models: BELL Early College Academy, Encore Academy, eSTEM Academy, and Health Sciences & Human Services Academy, also  known as (HS)2. This is just one more step towards letting students direct the focus of their education.

“I don’t see my grandkids having something that looks like what I had for school,” said Tina Thomas-Manning, Reynoldsburg City Schools superintendent, in The Wall Street Journal article. “Some people are still hiding out with their heads in the sand.”

Read “Ohio School District Bets on Technology in Creating New Learning Model” in The Wall Street Journal.

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Cultivating a Vibrant and Equitable #FutureEd

Posts from WOL - Wed, 2015-06-10 09:40

geographiesFriday’s #FutureEd Twitter chat exploring how education stakeholders might foster connections to build vibrant learning ecosystems put a sharp focus on some of the needs that future ecosystems need to address. Looking ten years out with the focal points of poor urban neighborhoods, disrupted suburbs, poor rural communities, and incarcerated settings, participants emphasized the need for learning ecosystems to make great opportunities available to all students, to be accessible and adaptive to individualized needs, to accommodate a wide range of learner needs, and to have the capacity to adapt as needs change. So learning ecosystems would be complex and adaptive systems, not fixed structures.

Nonetheless, structures connecting diverse options and experiences seemed key to helping people navigate learning ecosystems successfully and to ensuring quality. Participants also saw promise in connecting resources across many types of organizations so that we change today’s definitions of formal and informal learning, as well as in providing resources to enable learners to take advantage of the vast world of individualized supports not offered by publicly-funded institutions.

The conversation also surfaced the delicate balance between making learning options in incarcerated settings more responsive to individuals’ needs and, at the same time, more uniformly accessible to all learners. Even as participants addressed issues caused by isolation and counterproductive social narratives across the geographies, they also emphasized the need to include learners as guides and designers, not just as recipients of ecosystem services. The need to develop community consensus what the community achieves and values – without suggesting that there be a singular point of success – also arose.

Having reliable and timely data with trust mechanisms built in emerged as another lever for making learning ecosystems vibrant and equitable for all learners. That could take the form of multiple intersecting feedback cycles and flexible views of data to reflect and inform learning experiences. It would also involve relieving pressure on the current education system to look as if it’s still working in situations where it isn’t, so that people feel more comfortable being honest about what’s happening – or not happening – with learning.

So, how might we move from focusing on school-level education systems to community-level learning ecosystems? Participants in the #FutureEd chat suggested increased engagement and collaborative structures to tie everyone together in a meaningful way along with flexible value webs that can address each area’s specific needs. Jason Swanson, Andrea Saveri, and I explore the potential of value webs further in our recent paper, “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems.” We hope you’ll join us in considering further how to make #FutureEd flourish for all learners.

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Cultivating Ecosystem Interconnections

Posts from WOL - Thu, 2015-06-04 14:40

KnowledgeWorks definition of learning ecosystemI’m excited to announce the release of a new paper that I’ve authored long-time collaborator Andrea Saveri and KnowledgeWorks colleague Jason Swanson.  “Cultivating Interconnections for Vibrant and Equitable Learning Ecosystems” explores how education stakeholders might make the expanding learning ecosystem vibrant for all learners.  Specifically, the paper explores:

  • What kinds of learning ecosystem interconnections might help participants create vibrant learning ecosystems
  • What learning ecosystems might look like in different high-need geographies.

By learning ecosystem, we mean a network of relationships among learning agents, learners, resources, and assets in a specific social, economic, and geographic context.

As we look ten years out, we see great potential for education stakeholders to create diverse learning ecosystems that are learner centered, equitable, modular and interoperable, and resilient.  But we worry that we might be more likely to create fractured landscapes in which only those learners whose families have the time, money, and commitment to customize or supplement their learning journeys have access to high-quality personalized learning that reflects their interests and meets their needs.

We worry about equity because our current education system is not equitable, despite judicial and legislative intentions.  In writing this paper, Andrea, Jason, and I grounded that concern by taking a close look at four high-need geographies.  We imagined how ecosystem participants might address learners’ needs in new ways through flexible value webs to which many kinds of organizations and individuals might contribute.

Here are some highlights of our stories about vibrant and equitable learning ecosystems of 2025:

  • Poor urban neighborhoods – Urban learning crews provide personalized learning and deep social support to middle and high school aged students, causing dropout rates to plummet.
  • Disrupted suburbs – An education-employment consortium expands job mobility in struggling suburbs by creating flexible and intersecting education and career pathways.
  • Poor rural communities – A rural learning commons provides a new layer of infrastructure that seeds educator development and expands access to cross-cultural learning experiences.
  • Incarcerated settings – A restorative justice network facilitates classroom- and community-based learning opportunities for inmates through social entrepreneurship, linking inmates’ learning experiences in jail to productive work and projects in local communities.

These stories reflect value webs created by ecosystem participants occupying three kinds of structural roles: concentrators, fragmenters, and catalysts.  To read more about these structural roles and current signals of change pointing toward new possibilities for learning ecosystems in high-need geographies, take a look at the full paper.  We’ll look forward to hearing what you think!

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The Stuff of Forecasting

Posts from WOL - Tue, 2015-05-26 15:14

future-education-forecastA colleague likes to joke that forecasting is akin to sausage making: the end products are great, but he doesn’t necessarily need to see the full process. With KnowledgeWorks’ fourth full forecast on the future of learning coming out this fall, Jason Swanson and I have begun rolling up our sleeves to do the messy work of looking ahead ten years and imagining what the emerging landscape might mean for education.

At a work session with collaborator Andrea Saveri earlier this month, we began solidifying our list of big shifts outside education that could change not just how people approach learning, but also the reasons why and the purposes for which people pursue it. The changes on the horizon look really big this time: the fundamental substrate of the economy appears to be changing in ways that could shift education’s very foundations. We titled our last forecast Recombinant Education. Now it looks as if we could be moving toward a recombinant society in which many of our traditional structures and interrelationships are taking multiple new forms as a result of exponential changes in technology and society, not the least of which is the changing nature of work.

Right after sketching out our initial understanding of what that might mean for learning, Jason and I used Uber to get a ride across San Francisco to attend the Institute for the Future’s ten-year forecast retreat. IFTF’s 2015 forecast “explore[s] the different platforms that might transform our corporate and consumer economies, build new creative, collaborative, and civil economies, and even disrupt the global economy of crime.” It points toward new ways of defining and pursuing value, of connecting resources to achieve our ends and exploring the interstices between them. Networked structures continue to seem like a salient feature of the future, while automation promises to come ever more to the fore.

As with Uber’s matching of passenger need with driver availability, application programming interfaces (APIs) are playing a role in executing more and more activities. Robots are increasingly serving as partners not just in manufacturing but also in less likely sectors such as healthcare and food services.  New encryption technologies such as blockchain are enabling new models for handling secure financial and legal transactions and could eventually impact some learning transactions and data flows. I’m still trying to get my head around the rationale behind distributed autonomous corporations even as I find myself intrigued by how expanding insight into microbiomes might affect human health and food systems.

While our forecasts take into account far more than technology and science, such developments underscore our sense that the changes on the horizon could be foundational this time. The next decade could see us forming new kinds of partnerships with machines, pursuing new transactional models, and navigating uncertain landscapes. We’re working on forecasting what such changes might mean for people, organizational structures, and cultures and will look forward to sharing more as our next forecast continues to unfold.  We’ll try to share the good bits without revealing too much of the mess!

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Using future studies to prepare students for life after school

Posts from WOL - Fri, 2015-05-22 10:40

future-thinkingAs a student and even into adulthood I really had no concept of the future that I wanted for myself. Coming from a futurist, that may seem a bit odd. Thankfully, after a lot of exploring, I found something that I am highly passionate about and the feeling of being lost eventually went away.

Many people, especially – and tragically – many of our young learners, also lack a vision of the future for themselves. This can and should change, and our education system can be a vehicle for exploring the future and helping to foster learners’ aspirational vision of what they may want from their lives after school.

Dr. Peter Bishop’s Teach the Future initiative is aimed at bringing the future into our schools by introducing foresight to middle schools, high schools, and colleges across the country. Students will learn how to anticipate and influence the future in a world of rapidly accelerating change. Or to put it another way, students will learn how to think about the future and then act decisively to create it.

Bringing foresight into our schools has another benefit beyond thinking about the future; it has the ability to change the learning cultures of our institutions. Katherine Prince, in her paper “Innovating Toward a Vibrant Learning Ecosystem : Ten Pathways for Transforming Learning, highlighted learning cultures as one of the 10 pathways that are critical to transforming our current system of education. A vibrant learning culture is, according to Katherine, one where “…approaches go beyond simply pacing learning to each individual; they cultivate inquiry, creativity, play, and other attributes that support people in following their interests in meaningful collaborative contexts. Some learning cultures extend beyond formal learning environments to include, or facilitate connections with, community-based or informal learning experiences.”

Futures thinking can contribute to vibrant learning cultures. Thinking about the future teaches us to relish what we do not know yet encourages us to find out more, to become comfortable with uncertainty, and to fearlessly explore ideas and areas of study we may not have considered otherwise.

As a young learner who had no concept of his own future, I hope you will consider joining me in support of Teach the Future.  As a futurist, I know how powerful these methods are and how potentially transformative they can be for all levels, from the young learner to the education system in need of systemic change.

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The Emerging Future: Technology and Learning

Posts from WOL - Mon, 2015-05-18 11:08

technology-miniaturization-education

Miniaturization in action. Photo by Flickr user koka_sexton.

How will changing technology platforms, such as ebooks and mobile devices, alter how we educate learners?

I recently had the honor of exploring this question, among many other insightful topics, during Library 2.015 Spring Summit, hosted by The Learning Revolution The theme for the summit was The Emerging Future: Technology and Learning.

Together with my fellow panelists, we explored the many ways technology is affecting education. During the course of the session I noted that quite a few questions from the audience happened to center around the changing platforms we use to educate learners, specifically ebooks and mobile platforms.

The emergence of ebooks and mobile platforms are a result of miniaturization and dematerialization.  Miniaturization is a trend where the technology we invent and manufacture becomes increasingly smaller in size, as the term might imply. A great example for this can be seen in the images above, where what used to take up a great amount of room and multiple devices can now fit in the palm of the user’s hand.

Dematerialization might be thought as an extension of the miniaturization trend, but rather than shrinking in size, we see technology being off loaded into things like the digital cloud, no longer needing a physical presence, merely an access point such as a computer or smart device.

In my latest publication, “Certifying Skills and Knowledge: 4 Scenarios on the Future of Credentials”, I explore how miniaturization and dematerialization might affect credentials as part of an alternate futures scenario titled “Every Experience a Credential.” This scenario imagines what might happen if skill tracking technologies, such as the learning record store were to become common place in education, cataloging a learner’s experiences to be certified by schools and other learning institutions, thus moving credentials from something physical, like a diploma or certificate and effectively shrinking and dematerializing them in such a way that our experiences and credentials live in the digital cloud.

I would like to express my gratitude to Steve Haragdon and Dr. Sue Alman for the invitation to participate in the panel. It was a great learning experience, and a lot of fun exploring the ways technology might impact education. In what ways do you see miniaturization and dematerialization affecting learning?

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Education, KnowledgeWorks and the future of learning with Steve Dackin

Posts from WOL - Tue, 2015-05-12 11:46

steve-dackin-knowledgeworks-board

Photo Credit: Twitter

Steve Dackin joined the KnowledgeWorks Board of Directors in March, bringing to the table experience in improving student achievement throughout the preschool to college educational continuum.

As former superintendent of Reynoldsburg City Schools in Ohio, he has experience working with EDWorks and a local early college high school. He also worked with EDWorks to implement STEM education curriculum in kindergarten through 12th grade classrooms in Reynoldsburg. Today, Steve serves as superintendent of schools and community partnerships at Columbus State Community College in Columbus, Ohio.

We asked Steve a few questions about education, KnowledgeWorks and his goals for the future.

 

Why did you decide to join the KnowledgeWorks Board of Directors?

When presented with the opportunity to join the board, there was no hesitation in accepting.  KnowledgeWorks has been a leadership staple in the educational landscape for decades. My familiarity with the organization dates back to 2001 when I served as the Interim Director of the Office of Regional School Improvement Services with the Ohio Department of Education. I worked closely with KnowledeWorks as they implemented the Ohio High School Transformation Initiative as well as their work on Early College.

It was during this time that I learned about the value of the organization and the impact their work had on education in this state. During my tenure as the Reynoldsburg City Schools superintendent, I saw, first-hand, the quality professional training and curriculum development of the EDWorks’ staff as they worked side-by-side our principals and teachers to develop our STEM programming. Being a part of an organization so highly regarded is both humbling and an honor.

Why are you passionate about this work?

It’s abosteve-dackin-quote-2ut difference-making. There are few things I can think of that rival the importance of educating our youth. In the information economy, it will be critical to ensure that we prepare our young people in such a way to fully enjoy the fruits of a productive life. We will only be successful to that end, if we have the collective will to leverage our resources in such a way as to ensure that ALL children have access to a great school.

 

What does education in the future look like to you?

I have often remarked, that school is no longer a noun, but rather it is a verb. In my day, in order to learn, one had to literally travel to a place (library, school, etc.) or visit with a person to access knowledge. Today, technology affords us an opportunity to make learning truly a ubiquitous endeavor. This doesn’t remove the importance of adults working with young people, but rather puts a premium on a different kind of interaction that will contribute to their learning.

Perhaps, in the future, for our older students, there will be more of a “brokerage/advocacy” interaction between students and adults. In that system, adults would assist students in customizing an educational plan, which includes a significant work-based learning component, aligned to their personal aspirations. Students would demonstrate competency through an accumulation of credentials that are recognized and embraced by the workplace. An ambitious goal of our system would be to assist ALL young people to “find their way” and to ensure they have the capability of providing value (goods and/or services to make a living wage) and to be contributing members of our society.

What are your hopes for KnowledgeWorks?                                          

I would like for the organization to continue to be dynamic and responsive to the evolving nature of the educational landscape. KnowledgeWorks has a demonstrated history of being at the forefront of the next change by contributing to the literature, working with schools, and providing leadership in important policy decision-making. I hope, in some small way, I can contribute to that legacy.

What, in your opinion, is the most important issue in education today? 

We need to develop a collective urgency to address the increasingly complex and evolving state of our educational system. In large measure, the system we have is performing better than ever; however, the needs of our society have changed.

steve-dackin-quote-1We need a system that ensures ALL students acquire the necessary knowledge and skills to compete in a global economy. Today, too few children are reading at or above grade level. Too few children are competent in numeracy. Too few students graduate from high school with the knowledge and skills necessary to be successful.

Our system is monolithic, slow to respond to the rapid changes in the knowledge base of our culture. Incredibly, we have an abundance of caring, committed adults who desperately want to be the difference that they seek, yet they often find themselves trapped in a system that inhibit their talents to help children to reach their fullest potential. We must be willing to transform our system to respond the new realities that we face.  In 1961, President Kennedy challenged the country to be the first to reach the moon. That challenge unleashed an unparalleled investment of resources and political capital to accomplish the goal. If we have the will, we can do better. Our children deserve better.

Read more about the KnowledgeWorks Board of Directors.

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Highlights from Credentials #FutureEd Twitter Chat

Posts from WOL - Mon, 2015-05-04 11:00

On Friday, May 1, KnowledgeWorks hosted a #FutureEd Twitter chat, exploring the future of credentialing in the education and employment sectors.

Taking a further dive into the newly launched white paper, “Certifying Skills and Knowledge: Four Scenarios on the Future of Credentials,” the discussion explored tracking informal learning, meeting the needs of the employment sector and new technology to track credentials.

KnowledgeWorks Director of Strategic Foresight Jason Swanson hosted the chat. For reflections on the chat, Exploring credentials’ role in #FutureEd.

Below is a Storify for the chat. Thanks to all who participated. Please join us on May 29 to explore another #FutureEd topic!

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