I’ve talked with a number of communities over the years who are undertaking the work of building a collective impact education partnership, and one of the first things they are thinking about is how to manage the data collection and data initiatives of the partnership. “What exactly do you work on as a data manager?” they ask. “And what kinds of skill sets do we need to be looking for in a data manager?” So through those conversations and reflecting back on the data work when Strive was still young, I’ve put together the following “Day in the Life of a Data Manager,” split into two parts. Part I is below.
As a Data Manager for a cradle to career partnership, there are three primary areas where I found myself spending time on any given day: digging into data, building relationships and consensus with stakeholders, and supporting the data needs of collaborative action networks.
Evidence based decision making is an underpinning of a collective impact partnership, and one of the first things to tackle after establishing the shared vision and goals is to establish a set of shared outcome indicators to help measure progress toward the shared goals. And so a data manager needs to dive head first into the data itself and really understand all the sources, variables, and caveats to how the data may be collected and presented. We started with a list of over 75 potential measures, and so the data manager really needs to understand the data landscape in order to be able to help steer the data team and partnership in getting to consensus in narrowing that list down. The manager also needs to become the local education data “expert” – and help build credibility for the partnership by being one of the go to people for questions related to education data and results in the community.
Building relationships and consensus, however, is just as important as the data analytic skills. A partnership’s Director and local champions will definitely help with the relationship building among partners and advocating for data transparency – but the Data Manager also has to be able to forge relationships with the key data partners and build trust with them. One of our first efforts was to form a Data Committee comprised of all the data experts from key partners at the table – the school districts, postsecondary institutions, early childhood professionals, and other community data experts. As a committee we came to a list of ten shared outcome indicators together, using a set of criteria that we developed, to take back to the Executive Committee as a recommendation.
It is important that this process is done with your key partners as opposed to it feeling like you are producing a report about your key partners. And so establishing relationships and building trust are key ingredients in this – and landing on the indicators is a back and forth process of presenting ideas and getting feedback until you have built something together that everyone feels ownership of. As a result, when we released the first report, members of the Executive Committee could speak with confidence about it knowing that they had truly helped to create it.
Coming next: Working with networks to define indicators where no clear ones exist, and key competencies of a Data Manager
In this short video produced by the Alliance for Excellence in Education, Erin Frew, Principal at New Tech West High School in Cleveland, addresses how the Common Core supports English and math learning.
A few weeks ago, I had the opportunity to attend, along with Katherine Prince, the ASCD Leader to Leader (L2L) Conference to discuss our most recent future forecast, Recombinant Education. As always, Katherine did a great job presenting the forecast’s content; this was no surprise. What was surprising to me was how receptive these emerging leaders were to the concepts contained in the forecast. The excitement was most evident in the way they took to the “unconference” part of the weekend. You can check out this blog from ASCD’s Walter McKenzie for more about the unconference.
The passion that these young leaders brought to the conversations was incredible. What was even more inspiring were the ideas that came from the small groups. Three outstanding blog posts from attendees illustrate my point:
- If the Ladder is Leaning on the Wrong Structure
- Closing the Gaps Between Learners Through Relationships
- A Generational Shift in the Value of Institutions
The title of this post is “Emerging Leaders Are the Best Kind.” I say this because I was so impressed with how the conference attendees were able to break the shackles of the current system and, to be cliché, think outside the box when pondering the education system they were envisioning for future students. So often, the most difficult part of change is unlearning everything we’ve been taught about how the way things have always been done. These leaders didn’t seem to have that problem. The tweet that best sums up the weekend is below:
When we think of the skills students need to be successful in school and in life, the word "agency" doesn't usually pop into mind. But maybe it's time...
Last week, Achieve; a bipartisan, non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship; released Advancing Competency-Based Pathways to College and Career Readiness: A State Policy Framework for Graduation Requirements, Assessment and Accountability. This framework is meant to “assist states in building a policy structure that contributes to statewide adoption and implementation of competency-based pathways (CBP) that support ALL students in reaching college and career readiness, as defined by the Common Core State Standards (CCSS).” This framework is meant to drive action, making it a great resource for state policymakers, or anyone, interested in charting a practical course towards competency education.
Because the framework tackles three critically important, and very difficult, issues – graduation requirements, assessment, and accountability – this report could be a game changer at advancing the shift to competency education nationwide.
While the report has a lot of great elements (including specific thoughts on tough concepts like new accountability indicators) I love the visioning exercise at the beginning, which starts with three big questions for states:
- To what extent will students advance on demonstrated mastery? Will some students or all students advance based on demonstrated mastery? If the answer is some students, will they be students in certain grade levels (e.g., only high school), students in certain subjects, or students who are struggling or advanced, or would advancement be based on individual student preference?
- To what extent will summative assessments, used to validate determinations of mastery for advancement, be administered at the point of readiness? At the far edge of the continuum, CBP would mean that states would assess students at the point — and at any point — that they are likely to demonstrate a mastery level of performance. This timing, however, represents a significant departure from traditional statewide annual, often end-of-year summative assessment. How far does the state envision going toward this point?
- To what degree will students learn through personalized approaches, and how does CBP fit into this vision? While instruction and delivery approaches depend on preferences of local districts, schools and teachers, states could have a vision for and support personalized learning in a variety of ways, which would in turn have implications for how assessments, accountability metrics and graduation requirements are designed.
I look forward to learning from states as they explore this important framework and I hope the U.S. Department of Education does the same. State leadership on this issue will have important implications for the development of a federal assessment and accountability framework that supports competency education. We owe a great deal of thanks to Achieve for helping launch this important conversation in such a substantial and action-oriented way.
The work to build and sustain cradle to career civic infrastructure is extremely complex and interconnected. One of the biggest challenges early on in this work is just organizing the different pieces and players that all impact the education pipeline and our students’ success. Developing an accountability structure to start organizing the different pieces of a partnership has become crucial to effectively managing, communicating, and involving partners in this work.
An accountability structure is the organizational framework that depicts the different groups within a partnership and includes an outline of the roles and responsibilities of each group, describing the processes, people, and supports necessary to function effectively. An accountability structure for a cradle to career partnership can be likened to an organizational chart for a company. To support communities in developing this crucial piece of the work, Strive has released a ‘Building an Accountability Structure Toolkit.’ This toolkit is part of a larger ‘Getting Started Playbook’ that will be focused on helping communities meet the key benchmarks in the Exploring Gateway of Strive’s Theory of Action. The ‘Building an Accountability Structure Toolkit’ aims to help Network members:
- Understand the importance of an accountability structure
- View different types of structures and their respective advantages and disadvantages
- Understand and outline the roles and responsibilities that need to be accommodated in a structure
- Clarify the decision making roles of different groups in the accountability structure
- Develop necessary agreements that need to be in place to operationalize an accountability structure
- Create an accountability structure that fits their partnership’s needs and context.
With the help of Network members who agreed to share their stories and examples with the Network, the toolkit also includes narratives around different accountability structure groups, designs, and agreements. This provides you with an on-the-ground perspective of how other communities have designed and convened the various groups in their accountability structures.
The ‘Building an Accountability Structure Toolkit’ is available to Network members through the Strive Partner Portal: http://www.striveportal.org/resources/strive_network_documents/buildinganaccountabilitystructuret
Be on the look-out for the next pieces in the ‘Getting Started Playbook’ to be released in the upcoming months!
Meet Paulena. She fits easily into the category of “these kids.” You know who “these kids” are, they are the kids that society and even some educators believe won’t ever graduate. She’s the kind of kid that some might let sit in the back of the classroom, because it’s a lost cause. She’s the one who after a couple of weeks, I was ready to write off. Yes, I admit it.
This word "agency" has come to me like a breath of fresh air after a school year full of challenges at the student, staff, and district level. It seems to me that this idea of agency is an answer to unspoken questions in the midst of a climate that often presents challenges where we have to evaluate, yet again, our own beliefs about teaching and learning.
For a couple of years now, KnowledgeWorks has been calling out the need for educators to develop skills in education transition in order to move, as our 2020 forecast update put it, “from a mass production, teacher-delivery model to one characterized by individual learning.” My conversations with education stakeholders around our latest forecast continue to highlight the massive change management process that moving toward a radically personalized learning ecosystem will entail for existing institutions. As an attendee of the Urban Serving Universities summer meeting reminded me, this challenge intensifies in the face of a not-insignificant tendency to wait out the latest change if it doesn’t appeal.
I think of education transition in terms of needing tools, skills, and mindsets similar to scale to what the Transition Town movement aims to catalyze in response to the challenges of peak oil and climate change. Just as that movement provides communities with an approach to finding their particular solutions, we need general skills that can be used in many settings so that we can create the many right solutions that learners will need.
The more I’ve thought about this need, the more I’ve gravitated toward thinking about design principles that we can use in creating the future of learning that we’d like to bring about. Here are some that resonate in light of KnowledgeWorks’ forecast and the Institute for the Future’s latest research on ten-year trends.
What do you think of these design principles? Would you challenge any of them, add others? Do you find any of them particularly appealing?
“In every child who is born, under no matter what circumstances, and no matter what parents, the potentiality of the human race is born again.” James Agee, 1960, pg.289.What is resiliency?
Resiliency is defined as “the ability to bounce back successfully despite exposure to severe risks” (Benard, 1993, pg. 44) Resilience is the reason why one child who experiences troubles, violence, abuse – major life disruptions and stressors – is able to overcome and succeed while others wither and fail. The theory of resiliency is one of hope – hope for the future and the belief that all individuals have within them the ability to overcome negative life circumstances if provided with the proper supports and opportunities. For students in urban environments or the rural poor, resiliency is often the ability to overcome the stresses of the environment and poverty. While much of the original research on resiliency focused on resiliency of children raised in poverty – especially minority children – in today’s turbulent society the ability to transcend and bounce back from life challenges is a critical skill for all of us. Building resiliency is supported through participation in a resilient community. A resilient community is a group that focuses on creating conditions that foster and build resilience for the group members – especially the young people, The conditions for a resilient community are:
- Caring adults and peers
- High expectations and appropriate supports
- Opportunities for meaningful participation in the group. (Henderson & Milstein, 2003)
For many this resilient community is a large extended family of caring adults who nurture and build a child’s ability to persevere and bounce back. Unfortunately, too many children do not have such a support system unless it is created by the schools they attend. Schools can be the resilient community for students if the school intentionally creates a climate and culture focused on building that resiliency.How does a school support and build resiliency for students?
Becoming a resilient community begins with the school building a climate where the adults know the students and care about them—all of them. In each school every child should have one adult that they know and who knows them well. A personalized learning environment allows each child to learn and grow with appropriate supports for inquiry learning and innovative thinking. A resilient community also has high expectations for all members. In a school that means that school personnel believe that all children can succeed and seek to build an environment and learning experiences where that can take place. High expectations are present in academics but also in social behaviors, demonstrations of responsibility and in a commitment to be part of a larger community. Meaningful opportunities to participate in the resiliency group take many forms from student groups and student voice in school leadership to the types of lessons taught. Relevant lessons and experiential learning encourage full participation in the learning environment.
Building a positive school climate and a nurturing culture of high expectations for all is a key to becoming a resilient community – and is a critical component of the work of EDWorks. Our work in many high poverty environments has demonstrated that schools that very intentionally focus on building the positive climate and culture experience not only changes in behaviors and attitudes but the improved academic outcomes that are the hallmark of confident resilient students. Rapid changes in the economy and workforce will require future workers to be flexible, adaptable and ready to take on new learning challenges. Resiliency is the critical 21st Century Skill for students, for teachers, for leaders – for the entire education system.
Benard, B. (1993). Turning the corner from risk to resiliency. San Francisco, WestEd Regional Educational Laboratory
Henderson, N. & Milstein, M. (2003). Resiliency in schools. Corwin Press, Inc. Thousand Oaks, CA.
Guest Post by Nick Donahue, President and CEO of Nellie Mae Education Foundation At Nellie Mae Education Foundation (NMEF), we envision a system driven by learning, and not constrained by the traditional school calendar or even the classroom. We envision transforming today’s “one-size-fits-all” approach to school design into an approach that targets the skills and knowledge students need while connecting learning to their experiences, strengths and interests.
KnowledgeWorks’ Recombinant Education forecast calls for a dramatic shift of the vibrant education ecosystem, resulting in a learning infrastructure that places students at the center of this experience. Student-centered approaches to learning move beyond the classroom and school calendar, creating more adaptive learning opportunities that help students master both the academic knowledge and the critical thinking, problem-solving and communication skills they need to thrive beyond high school.
By fundamentally rethinking our education system, we flip the current system on its head, designing it around the student and their ability to learn, learning becomes more equitable and effective. Our high schools not only graduate more students on time and on track, but those learners graduate ready to thrive in college, work and in our communities. But this also requires a rethinking of how we enlist the public in creating change.
This shift in how we design our schools, how we deliver instruction, and how we evaluate the success of our students requires an engaged community, demanding a system that looks forward to what is possible rather than one that relies on what has always been. It requires a public conversation about our core values as a community, acknowledging education as the collective good that it is.
Although a majority of Americans agree that our public education system could use improvement, building consensus about how it should be improved is hindered by differences in perspective, culture, power, and awareness. Individual ideas about education reform may be informed by individual needs but lack a systems-wide perspective that could facilitate more productive understanding of education and more effective self-advocacy for change.
A sustained, substantial demand for change from communities is essential to any effort that attempts to create lasting transformation. Many communities—especially those that have been traditionally disenfranchised—lack the power to have their collective voices heard. Even when a community recognizes a need for change, they may not have the resources to fight for change and can become discouraged by what may seem an insurmountable problem.
At NMEF, we are supporting efforts to increase access to the options available to these traditionally underserved communities. Our objective, shared by many in the education reform field, is not only to promote greater levels of awareness of student-centered approaches to learning, but to foster a greater demand for adoption of these approaches from the communities they impact most.
Making that happen – by making the most of the trends highlighted in KnowledgeWorks’ latest forecast – will take concerted effort at the community, district, and state, and federal levels. Like an orchestra, where each player must achieve excellence not only individually but also in harmony with others to achieve a common goal, community leaders must work together with school boards, taxpayers, families, teachers, principals and administrators toward a new system that a changing America requires. No orchestra learns new music overnight. But transformational change is possible if we all play our part to achieve the system we all desire.
Earlier this week the Federal Communications Commission (FCC) took an important step toward greater support for student access to 21st century learning environments by voting to proceed with its Notice of Proposed Rulemaking to modernize the E-Rate program. This program supports high-speed broadband ensuring that students, teachers, and library patrons have the tools they need to succeed not only in today’s education and economic climate but also during the changes that will undoubtedly unfold.
Upon news of the vote during this week’s open FCC meeting, leaders of national education organizations focused on innovation and personalized, student focused learning – including KnowledgeWorks – released the following statement:
“It is imperative that education and telecommunications policy leaders work to re-energize our national commitment to ensure every student benefits from modern broadband access and increased educational opportunities. An update to the E-Rate program underlines the importance of harnessing the benefits of technology in all phases of a student’s education.”
The modernization of e-rate impacts not only a student’s access to internet and the vast amounts of information that can be accessed but their ability to interact with learning management systems that can support and deepen their learning. Moreover, this will increase the ability for students in rural and/or more remote locations to access course content they would normally not have access to in their current school environment.
The statement continues: “Teachers are personalizing learning using technologies to individualize instruction, expand access to content resources, provide feedback and use tools for deeper learning and problem solving. Together, new personalized learning models using technology are revolutionizing the way teachers teach and students learn and expanding the opportunities for engaging in world-class content and knowledge and developing 21st century skills.”
This is very personal to KnowledgeWorks, especially our subsidiary, the New Tech Network (NTN). NTN has a vast network of 115 schools in 18 states. The teachers at NTN schools across the country are personalizing instruction through project based learning, assessing students on content and skills, expanding learning with engagement outside of the school walls, and utilizing technology, as a tool, to deepen instruction and student engagement.
A modernized E-Rate program is a positive step for all students but especially our most vulnerable students. KnowlegdeWorks applauds the FCC’s decision to move forward with the Notice of Proposed Rulemaking.
As I embarked upon my immersion in the New Tech Network, I felt a sense of newness laced with an overwhelming sense of familiarity. Over the past 8 years, I have moved from a novice to expert for PBL and have experienced the success with my students as they have grown and learned...but at times the journey seemed isolated.
At home in my classroom, I refer to my students as “little birds”. A project deadline approaches and I’ll remind them on the forums that I cannot wait to see them fly. It feels appropriate, then, to be so homesick and to feel so much like a caged bird myself. I have been struggling, in some ways – feeling lost and disoriented, trying to making meaning of my time here and relying on others to do it for me, not trusting that I have just as much of a right or a reason to be here as everyone else.
New Tech Network events are my Christmas. NTAC is Christmas when I'm six and still believe in Santa Claus. I eagerly await the opportunity to guzzle as much as I can from the New Tech fire hose.
Guest post by Lois Adams-Rogers, Consultant and Jennifer Davis, Program Director, Innovation Lab Network, CCSSO
In February, 2013, Innovation Lab Network (ILN) deputy commissioners and state points of contact, along with selected invitees, gathered together for a full work day to explore key levers for transforming education in their states. The framework used by these educators was KnowledgeWorks’ new future forecast, Recombinant Education: Regenerating the Learning Ecosystem.
The focus of this day was to provide a safe space for state leaders in the Innovation Lab Network to push their thinking as they considered innovations, policy implications, and future directions while leading transformative change designed to equip ALL students with the knowledge, skills, and dispositions to be ready for college, career, citizenship, and lifelong learning.
KnowledgeWorks’ new futures map and the various activities throughout the day stimulated the discussion and provided the opportunity for “out-of-the-box” thinking and solution-seeking. Participants agree that the challenge ahead, regardless of the state, is to create the conditions for change through their local-to-state design work and through the collective work of the ILN. States must set conditions that enable competency-based, personalized, anytime-anywhere learning to re-shape the student experience – essentially “regenerating the learning ecosystem,” to borrow from the lingo of the day. New relationships among system levels; new roles for educators; new experiences and pathways for students; new metrics, data, business models, and investment strategies: these are the kinds of elements of change discussed at the meeting that states face as they seek to transform their education systems.
Of course, the paradox of maintaining continuous improvement, while also designing a new system, is inherent in experiences of ILN states; but progress is being made, and the Innovation Lab Network continues to illustrate the power of learning with and from one another in the midst of such challenging work.
Data-informed decision making is a central tenet to collective impact and building the civic infrastructure. Data can serve as the translator when it comes to understanding what is really happening in a community. In the words of one prominent local Strive partner, “People are entitled to their own opinions, but they are not entitled to their own facts.”
One of the roles that a cradle to career partnership plays is promoting the use of community level data. And so the question arises as to what are the roles of a cradle to career partnership in making data available to the public? I think that the answer varies by community depending on the existing organizations and capacities that are currently in place. Some may house and make readily available large amounts of data to be queried by the public and partner organizations, while others may focus only on their core outcome indicators to produce a report card without providing a publicly accessible data portal.
I believe that cradle to career partnerships should play a role in both of these types of efforts. A “report card” is important to be able to organize and report on a set of key outcome indicators that a partnership is organizing around. It is almost more of a communication and storytelling tool, although data being a critical element. The indicators should be relatively few, easy to digest, and something that gets reported on an ongoing basis in order to keep the focus for the partnership. Many partnerships are publishing report cards, and you can find many examples on the Strive Network website.
But there’s only so much data that you can (and would want to) include in a report like this before it becomes too big to digest. So making more and deeper levels of data available in a user friendly way is also important. There’s only so much you can do with high level data before the right questions lead you to dig into to the data to better understand what’s going on and what you can do about it, collectively. So in Cincinnati we also have a tool called Facts Matter that serves as portal for large amounts of data that can be viewed in tables, charts, or on maps – http://www.factsmatter.info. This isn’t a led by our cradle to career partnership though. Rather, we partner with a number of local organizations in this effort, and it is owned by these organizations collectively. The partners include United Way of Greater Cincinnati, University of Cincinnati, Greater Cincinnati Foundation, Health Foundation of Greater Cincinnati, Haile/U.S. Bank Foundation, Northern Kentucky University, Agenda 360, Vision 2015, and the Strive Partnership.
The Strive Network has launched a Community Impact Report Card tool to help sites create and build their own local report card. The Cincinnati/Northern Kentucky partnership’s data from this tool can be seen via the Strive Partnership website. All Hands Raised and the Michigan College Access Network also have examples of this tool in action. And the Facts Matter data portal is built off of another local GIS data solution and is available to other communities as well.
With the growing amounts of data available to communities, it is important to be able to help translate and package it so that it can be used to inform collective decisions about where to invest resources – time, talent, and treasure.
Last week, my colleagues and I have the opportunity to make the short trek to Danville, KY to chat with Dr. Carmen Coleman, superintendent of Danville Schools. Danville schools, a Kentucky Department of Education District of Innovation and winner of a NextGen Learning Challenge grant, is doing some very innovative things around curriculum, assessment and accountability, and teaching roles.
One of the many cool things happening in this small Kentucky town is the Danville Diploma. Started in 2012, the Danville Diploma is the new definition of what high school graduates will experience while serving as a tool to align learning at all levels of the system. The document begins with a list of skills students will have upon graduation including perseverance, creativity, initiative and leadership.
The Diploma goes on to spell out requirements for earning the credential, including:
- Demonstration of mastery at key transition points (5th, 8th, and 12th grade) throughout their academic career
- A commitment to service learning in areas of interest to the student
- From no later than the fifth grade, students create different pathways to college and career readiness
- All students taking AP or college-level course
The beauty is in the simplicity of the Danville Diploma. Dr. Coleman and her district listed out what they expected their student to have experienced and be able to accomplish upon graduation. Everything else they do is based that. In fact, it “has been the foundation for discussions and work towards drafting the District of Innovation application.”
For more information about what’s happening in Danville, you can check out their Districts of Innovation application here. If you’re interested in viewing the entire Danville Diploma, it can be found on pages 36 and 37 of the linked document.
On Monday, Next Generation Learning Challenges (NGLC) announced a new set of grantees; one of the proposals awarded came from none other than our very own New Tech Network (NTN). In partnership with the Charlotte County Family YMCA in Florida and the S.A.I.L. Charter Academy, NTN is planning an innovative blended-learning, competency-based school that stays true to the New Tech deeper learning design principles and significantly expands the use of online learning to help every student be college and career ready. This exciting award is further proof of the shift to competency education occurring in classrooms across the country. (Check out KnowledgeWorks’ competency education continuum for more information on what this shift looks like at the classroom level.)
KnowledgeWorks’ most recent future forecast, Recombinant Education, tells us that radical personalization is the future of education. We believe competency education is a very effective way of operationalizing the concept of radical personalization. The PBL (project-based learning) model used in New Tech schools is a great tool for implementing competency education and NTN’s focus on deeper learning is a natural outcome of this approach.
NTN will design the new school around four key concepts: personalization, relevancy, flexibility, and outcomes. Some of the exciting ideas in NTN’s proposal include:
- Teachers will rotate around students as learners shift through a modular curriculum and earn mastery-based credit, rather than seat time.
- Each teacher will have a specialized role that leverages his or her strengths to support students in varying group sizes and flexible learning spaces. New roles include “Learning Analysts,” “Project Guides,” and “Academic Coaches.”
- Will mix College Ready Assessments aligned to the common College and Career Ready Standards with personalized, online learning tools that measure and analyze student progress on clearly defined developmental targets on a daily basis.
Each of the 38 NGLC proposals, “articulates a vision for how the design dimensions for breakthrough schools—personalized, competency-based, blended learning—work together to create exciting and engaging learning environments that prepare students for college-level work.” In all, eight new recipients of $450,000 breakthrough school model launch grants and 30 recipients of $100,000 planning grants were awarded. NGLC is led by EDUCAUSE in partnership with the League for Innovation in the Community College, the International Association for K-12 Online Learning (iNACOL), and the Council of Chief State School Officers (CCSSO). Funding is provided by the Bill and Melinda Gates Foundation and the William and Flora Hewlett Foundation. For more information about the grants, you can check out their press release here.
I’m excited to announce KnowledgeWorks’ release of a new infographic on the future of learning. “A Glimpse into the Future of Learning” tells the big story of radical personalization, customization, and adaptive learning that is detailed in our third full forecast on the future of learning, Recombinant Education.
We expect the next ten years to be a time of disruptive change for education, with the field getting deeply reconfigured to include a much broader range of learning approaches and supports than are possible or prevalent today.
The disruption is likely to compare in magnitude to that which Amazon brought to retailing or iTunes brought to the music industry. It will be enabled by factors such as our deepening understanding of cognition and motivation, new sources of social innovation, ever-evolving collaborative technologies, and increasingly distributed organization of work and other productive activity.
Looking at a whole field ten years out is a lot more complicated (and, we hope, more accurate) than reading someone’s future with a crystal ball. For that reason, our forecast goes both broad and deep. But it’s a lot to digest. In developing the infographic, we wanted to provide a more readily accessible narrative that synthesizes the trend detail for the purpose of engaging more people in transforming learning.
As we travel together through the murky haze of the future while doing all that we can for learners today, we can’t rely on maps because the territory hasn’t yet been invented. We have to create it together as we go. The task at hand is vast: to harness massive forces of change toward the best possible outcomes for learners, and to do so in a way that enables the new learning ecosystem to develop, adapt, and reshape itself to fit each learner while also staying in sync with the ever-evolving world around us.
I hope “A Glimpse into the Future of Learning” sheds useful light on future possibilities and helps us work together to support all children in learning in the ways that suit them best. Since we can’t map the terrain, I hope the infographic provides a handy set of guideposts for considering what levers to pull today in support of bringing about the best for all learners tomorrow.