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Schoolofthe futureplus

  1. 1. Education Beyond the 21st Century:Establishing a Sustainable Heritage at International School Songdo, Korea Dr. Jorge O. Nelson Founding Headmaster International School Songdo Korea September 28th, 2007 Seoul, Korea
  2. 2. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea Table of ContentsVISION OVERVIEW ............................................................................................................................................................. 3PART I. INSTRUCTIONAL FOUNDATION.................................................................................................................... 4 1. SELF-CONSTRUCTED LEARNING (NOT INSTRUCTED, LIKE THE GOOD OLD DAYS) ....................................................... 4 Flow Diagram: DIEP processes.................................................................................................................................... 7 2. DIGITAL INDIVIDUALIZED EDUCATION PLAN (DIEP).................................................................................................. 8 3. A DAY IN THE LIFE OF ISS LEARNERS......................................................................................................................... 8 Image: LDD .................................................................................................................................................................... 9 4. USING DIEP ALL THE WAY THROUGH CAMPUS LIFE .............................................................................................. 11 5. RATIONAL BASIS FOR THE ISS EDUCATIONAL VISION ............................................................................................. 14 Diagram: Mind map of the five components for 21st century learning.................................................................... 15 5.1 CREATIVITY ..................................................................................................................................................... 15 5.2 EMOTIONAL INTELLIGENCE ....................................................................................................................... 16 5.4 BALANCED CURRICULUM ........................................................................................................................... 16 5.5 WORLD VIEW................................................................................................................................................... 17 5.6 TECHNOLOGY ................................................................................................................................................. 17 6. NEXT STEPS TO REALIZE THE VISION AT ISS ........................................................................................................... 17 6.1 The NEED .......................................................................................................................................................... 18 6.2 The TIMELINE .................................................................................................................................................. 18 Chart: Timeline for ISS Opening................................................................................................................................. 19 6.3 The FUTURE..................................................................................................................................................... 19PART II. INSTITUTIONAL FOUNDATION.................................................................................................................. 21 1. SCHOOL DESCRIPTION ................................................................................................................................................ 22 2. SCHOOL PHILOSOPHY ................................................................................................................................................. 22 3. SCHOOL LOCATION..................................................................................................................................................... 23 4. SCHOOL COMMUNITY ................................................................................................................................................. 23 5. SCHOOL GOVERNANCE ............................................................................................................................................... 23 6. SCHOOL CURRICULUM AND LEARNING ATMOSPHERE ............................................................................................... 24 7 FACULTY, STAFF AND LEADERSHIP ............................................................................................................................ 25 7.1 Planning Team................................................................................................................................................... 25 7.2 Enrollment/Student Body .................................................................................................................................. 26 7.3 Facilities ............................................................................................................................................................ 26 7.4 School Faculty ................................................................................................................................................... 27 CONCLUSION ....................................................................................................................................................................... 27 Image: SIMS & DNS working models......................................................................................................................... 29 APPENDIX A – T WELVE STEP PROGRAM FOR EDUCATION @ THE SPEED-OF-THOUGHT .................................................. 31 TABLE OF HYPERLINKS ....................................................................................................................................................... 33 2
  3. 3. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaVision OverviewA bold and purposeful new educational model is being initiated for students at Interna-tional School Songdo (ISS) in Songdo International Cityi, Korea. The model will dwellon a pragmatic, and yet, humanistic approach to education; thus, learners at ISS will bebound to become functioning knowledge workers through a well-planned process de-signed to enable and support individualized achievement by monitoring and assessingself-paced progression methodologies with the aid of a modern computer system. Thecomputer system known as Studentlife Information Management System (SIMS) will bespecifically designed for ISS learners to plan, create and work on their individual educa-tional career goals by a) assessing their continuous achievements as indicated in theirubiquitous Digital Individualized Education Plan (DIEP) and b) accessing the availablerequired resources for their daily, weekly, monthly, quarterly, semester, annual and life-long builds in all educational content areas in and around the school community.This knowledge-worker educational model enables flow, choice, personal responsibility,milestones, myriad multimedia assets, spontaneous human interactions with knowledgeresources, and ultimately - hot cognitionii/felt meaningiii. This is the logical direction re-quired by ISS to ensure that learners are highly motivated by having access to all theavailable tools needed to achieve what is desired from a professional as well as humanis-tic approach to education.In this paper, I present the philosophy and working profiles of ISS education in two parts:Part I, the instructional foundation that accounts for the core of educational philosophyand Part II, the institutional foundation that describes curricular, personnel, and physicalenvironments. 3
  4. 4. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaPart I. Instructional FoundationThe instructional foundation of ISS is based upon constructivist/constructionist visions ofJohn Dewey, Seymour Papertiv and others. This model allows for students to create theirown learning experiences – becoming self-motivated learners themselves. Education isno longer bound by the limits of the teacher, textbook, classroom nor the limited selectionof books in the school library. Instead, it is limited only by each students interest, imagi-nation, and ingenuity.The model enables the teacher to serve as a learning facilitator, mentor and guide for sub-jects that do not always require students to spend time in a classroom. Moreover, the In-ternet offers all students far more information than any single traditional library. In short,technology has greatly expanded the boundaries of the "traditional" student. Using theSIMS ensures that accountability is achieved by assessment on the fly, at anytime, ob-served at any appropriate level by everyone involved in the process of learning.1. Self-Constructed Learning (not Instructed, like the good old days)International School Songdos mission is to enable all learners to use multiple intelli-gencesv in solving complex challenges to serve the world. ISS is being purposely built toengage learners to increase their own achievement through tailoring individual learnerinterest to local, state, national and global education standards and benchmarks integratedin a core curriculum through leveraging ubiquitous access of the SIMS in a constructivistapproachvi to learning. Access to the SIMS will enable:a). learners to become knowledge workers, who create, innovate and follow their own to-do lists and personal calendars seamlessly interwoven with required standards and man-dates in an integrated core curriculum guided by the DIEP,b). learning facilitators to act as a ‘guide by the side’, not a ‘sage on the stage’; as theyassist and encourage learners individually and in teams to achieve DIEP milestones withsuccess, and 4
  5. 5. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreac). an ubiquitous digital spinevii – the SIMS - to seamlessly connect the DIEP to infinite,disparate document/media-storage learning systems ensuring Just-In-Timeviii/Speed-of-Thoughtix (JIT/SOT) educational processes as determined by the agreed-upon paths thatlearners (with the support and guidance of the learning facilitators, leadership and par-ents) choose in their individualized DIEP.This process is described in the following flow diagram of the DIEP framework. In thebeginning, the learner has a choice from literally thousands of career paths to follow. Ifthey know which path is their path of choice they only need to get permission to continueon this path from their facilitators and parents. As soon as the permission is granted theDIEP has filled out all of the advised steps to graduation (and beyond). The informationused in the DIEP comes from three major sources: 1). College and university admissionsrequirements for the career of choice, 2). Local, state, national and international standardsas determined by zip code or other geographic indicators given, and 3). School standardsfor graduation requirements.The DIEP is then used as a daily guide for all knowledge worker skills such as to-do lists,task completion time-lines, class scheduling, recording assignments and assessments,communication between faculty and parents, accessing digital online resources, collabo-ration among teams and classes, content generation, etc. The learner posts completedtasks indicated on the DIEP and the facilitator checks off as well. Progress is measuredJIT and everyone knows how the learner is gaining achievement SOT, minute-by-minute.If learners are having difficulty passing assessments, they have the option of self-help orgetting assistance from the facilitator, depending on the need. The process repeats untilthe assessment is satisfactory. If, for some reason, the learner would like to choose an-other career path they simply enter the new career path into their DIEP and the process isrepeated, getting permission and accessing the new set of data points in the DIEP.What needs to be done to ensure that education properly prepares children to grow up andbecome successful adults who will thrive, not just survive, throughout the 21st century is 5
  6. 6. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreabeing created right now in Songdo, Korea at International School Songdo. This need hasbeen recognized by the visionaries of ISS who are driven by zeal for setting up an educa-tional institution that is based upon constructivist visions of educational reformers.Hence, ISS is being modeled after and built for the ideal knowledge-worker educationalmodel by offering a rigorous academic program based upon an exemplar American cur-riculum with appropriate supplements of the most innovative curriculum materials avail-able in the international educational arena.We salute the though-provoking and penetrating study undertaken by the National Centeron Education and the Economy that pointed out pitfalls of decades of the US educationsystems in the past. We strongly support the NCEE’s compelling recommendations foreducational reform by way of improvement in five major educational components: 1)creativity, 2) emotional intelligence, 3) balanced curriculum, 4) worldview, and 5) tech-nology.In this paper I addressed key issues and concerns on each of these five components, re-flecting and arguing for those concerns in the design of the ISS proprietary Digital Indi-vidualized Education Plan as the building blocks which are required to make a great in-ternational education program; hence, ISS learners are expected to face the forefront ofprovocative yet pervasive contemporary ubiquitous education designed to support accessto the highest degree of digital literacy. This equates the Just-in-time/Speed-of-Thoughtlearning model in the digital business world that has been widely acclaimed by Micro-soft’s Bill Gates. The Digital Nervous System and its interface, Digital Dashboard, areanalogous to the Studentlife Information Management System infrastructure and its intui-tive user interface, Learner Digital Dashboard, for accessing their continuous educationalachievements via the individualized DIEP by the ISS learners. This analogy and theworking model of the SIMS are depicted in the diagram below. 6
  7. 7. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaFlow Diagram: DIEP processes 7
  8. 8. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaWhat do you want to do after college? Be a world-class ballet dancer? Well, here – let’spush a button. There, the DIEP filled in backwards the necessary (and suggested) mile-stones along the 20+ year path as displayed on your digital device and you can now seeyour up-to-the-second progress in Math, Science, Social Studies, English, World Lan-guage, Fine Arts, Applied Arts, Physical Education, Service Learning, and the myriad co-curricular activities we offer – especially Dance! Don’t forget to check your progressalso in Creativity, Worldview, Emotional Intelligence and, oh yes, Technology. Click herex to listen to a pod cast of a 4th grade student living in such a world.2. Digital Individualized Education Plan (DIEP)Schools are unique, service-oriented institutions where the end result - student achieve-ment - is measured traditionally by homework grades, report cards, tests, quizzes, stan-dardized achievement and aptitude tests - all of which have lag time inherently built in tothe processes.Learners who are engaged in the ISS program, built on the SIMS infrastructure, will havethe opportunity of knowing, JIT/SOT, what educational standard they are working to-wards in each academic and co-curricular content area, how far have they come inachieving that standard, and how much more they have to do to complete the standard inquestion. Picture a Learner Digital Dashboard (LDD), where learners are in touch withwhat standards they have to master, when those standards are to be mastered, and how farthey have come in mastering said standards.The LDD will allow for detailed analysis of exactly where the learner stands in regard tothe milestones pending. This accuracy and availability of pertinent information stemsfrom the SIMS responding, through the LDD, to stakeholder needs JIT, at the SOT.3. A Day in the Life of ISS LearnersLooking at the LDD we can see that this learner, let’s call her Maja, has her daily sched-ule pretty much set as she logs on at home, before leaving for school. Maja can see that 8
  9. 9. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreaher homeroom/Math learning facilitator, Mr. Smith, has posted suggested Internet re-sources for her lesson for the day on her schedule, as have Ms. Cortez and Ms. Gardonfor Science and English. She is going to have lunch with Susie and Min Yu in the court-yard and will order her lunch in homeroom (automatically debiting her parent’s schoolaccount at the business office) to be prepared fresh in the cafeteria before hand so she canpick it up JIT. Maja has joined the Global Issues Networkxi and is currently collaboratingwith learners in Anaco, Venezuela at an international school there to study the depletionof the forest due to developments around the school building. She has a 2:30 pm real-timevideoconference to report back to Anaco her findings as well as download theirs. Shealso is going to band practice after school and will download on her tablet PC sheet musicand MP3 files that her band learning facilitator has sent via RSS feed to her DIEP.Image: LDD 9
  10. 10. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaMaja has an inbox of several categories listing her daily messages and contact resources,in-house and throughout the world. Since she completed her homework last night she hascleared her inbox of all messages and starts fresh this morning, except . . .…on Maja’s LDD she has a to-do list of her own set of standards that are in variousstages of mastery. One of the standards, Language Standard 7.3.22, has not been com-pleted by the milestone she has set-up. An automatic reminder popped up to tell Maja thatshe is behind in her completion date. An RSS feed was automatically sent to her parentsnotifying them about the situation. Her Language learning facilitator has posted a brightred “!” message in her to-do list, also reminding her about this situation. We can’t tellfrom this situation why Maja is behind, but we can be assured that all stakeholders knowabout it, and have known about it since the very first moment, JIT/SOT, when Majamissed that desired milestone. This ‘early warning’ system helps her, her learning facili-tators, the leadership and her parents know that something is amiss. Maja might want toreschedule her classes today to finish Language Standard 7.3.22 because when she getshome her parents will want to talk to her, if they haven’t already emailed her already.And the building principal, who logged on at 5:30 am from his 4G cellular connection inhis car, on the way to work, saw Maja’s LDD results (automatically sent as a text mes-sage to him as well as the learning facilitator when the milestone was passed by, unmas-tered), has already fired off an email to the Language learning facilitator asking him if heneeds help with Maja’s milestone completion issue.At the bottom right hand corner of Maja’s LDD we can see the 9th grade 1999/2000school standards [Author’s note: I created this prototype DIEP almost a decade ago soapologies for the dated version of MS Outlook™ (especially Clippyxii ;-) – though I stillthink a Clippy-type character is an appropriate and fun way to remind younger learnerswho fall behind in their milestones) - JN]. This link takes all stakeholders immediately tothe entire educational program that Maja is working on right now. This program has beendeveloped, edited and published as Maja’s DIEP. 10
  11. 11. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea4. Using DIEP All The Way Through Campus LifeAs all the stakeholders use the LDD/SIMS appropriately throughout the entire schoolcommunity, improvements happen because all stakeholders know exactly how learnersare achieving, even if the learners are not making the deadlines for the required and de-sired standards. The DIEP places the impetus in the learner’s hands and from that pointon everything changes, in very positive ways, for everyone.The question of what set of standards are to be used is answered in the DIEP process. AtISS, with the learning facilitator/learner relationship improved by a more efficientmethod of instructional delivery, value-added time will be available to custom-tailor aDIEP for each learner, no matter what ability level or talents/differences they exhibit. Pa-per IEPxiii’s have been, traditionally, reserved for only Special Needs learners, creatingmountains of bureaucracy and consuming huge amounts of time and money in the selec-tion process. I don’t know about you . . . but my kids are special, if only to me.The DIEP captures and depicts a digital reverse engineering process of the results of whatthe child will need to receive along the educational path towards graduation. This processdefines in detail the desired goals and objectives that meet all mandated standards bymeans of a contractual agreement directly tied to a scope and sequence of curriculumcontent areas supporting those desired outcomes. The process takes into account differ-ences in future interests after secondary school: technical or community college, IvyLeague or state universities, direct-to-work programs, travel, etc. The DIEP also will al-low for changes to be made at anytime when interests wax and wane, as they surely willas the learner develops. (In creating a great international school curriculum, the ISS plan-ning team will use a similar process based on a well-respected program titledUnderstanding by Designxiv from the Association for Supervision and Curriculum Devel-opment.)For example, Maja, along with her parents, regularly meet with the learning facilitatorsand guidance counselors - in person the first time and increasingly online thereafter - togo over a vocational interest survey that she has completed in her career jukebox, before 11
  12. 12. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreathe initial DIEP meetings. This data set indicates what her interests currently are andpoints to the set of standards and milestones necessary to achieve the goals derived fromthe interests.Maja’s DIEP, that she is successfully following right now (except for the Language is-sue), has been tailored to meet her goal after graduation, with the blessing of her parents,of studying music at the Juilliard School in New York City. Maja’s interests were notedand she met face-to-face with her parents and learning facilitators and guidance counsel-ors to talk about, plan, and publish a set of standards that is designed to exceed all of theentrance requirements for matriculation at Juilliard. There are no guarantees that she willbe accepted, because she has to pass a live audition as well as meet the other standards,but she has a good handle on what it takes to enter the school so her confidence growsover time and she does inherently better than without the DIEP.Susie and Min Yu, Maja’s friends, on the other hand, have other goals that have been ad-dressed in their DIEP’s. Susie wants to become a registered nurse and her DIEP reflects amore technical, direct-to-work group of curriculum content standards that exceed theminimum requirements for entrance into a local community college close to her parents,for she also does not want to leave town or get a liberal arts degree. Her personalized pro-gram is as challenging as Maja’s, but in other areas of interest. She does not attend theGlobal Issues Network session or band classes as she leaves school early and works as a‘candy striperxv’ to learn more about nursing through volunteering at the local hospital.Since she leaves school early she works at home on her elective nursing survey courses,through her Internet connection to the DIEP. After graduation she will enter the commu-nity college as a sophomore from all of the extra coursework she completes in her DIEPin high school.Min Yu’s program is designed to exceed the entrance requirements for pre-medicine at anIvy-league university and her standards reflect inclusion of advanced Maths and Sciences(using Advanced Placement/International Baccalaureate course outlines) as well as SATpreparation courses she will have to master to pass the muster. Her skunk works group is 12
  13. 13. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreainvolved in an ‘Odyssey of the Mindxvi’ project that, they hope, will win at the regionallevel and take them to the national competition later in the spring. This program looksgreat on her transcript to round out her academic experiences with a more creative, ‘out-side the box’ approach to problem solving. She knows that the university admissions of-ficers look for well-rounded candidates for pre-med, not just brainy Math and Sciencetypes, so she prepares and distributes food for the homeless on the weekends.As Maja, Susie and Min Yu develop physically, emotionally, socially and intellectually,their interests will probably evolve and the set of standards they have previously beenusing might no longer be appropriate for desired outcomes. With this in mind the stan-dards database of the SIMS automatically integrates the already-mastered standards withthe newly desired direction and updates the DIEPs JIT/SOT.Therefore, getting an SIMS to run DIEPs via a LDD interface is the key element in get-ting learners what they need when they need it. JIT/SOT learner assessment/access en-ables and empowers the learners to know where, on a continuum, they are right now -today - in the quest for learning and how much more do they have to do so they can plantheir calendar and to-do list accordingly. It will be a common occurrence to hear in theISS hallways, “What are you working on today?” (with the emphasis on you).Almost a decade ago, in his thought-provoking book, “Business @ the Speed-of-Thought”, Bill Gates outlined a blue print for preparing business for the future. He de-scribed twelve key steps in building a Digital Nervous System (DNS) for business solu-tions. I can relate my educational vision for ISS to his vision for the business community;hence, I modified his list to specifically adapt to the learning paradigm at ISS (see Ap-pendix A). These twelve educational steps can be thought of as the blueprint for the crea-tion of the SIMS needed at ISS by which the interface for the LDD is called the DIEP.With this DNS (via the Digital Dashboard) and the SIMS (via the Digital Individualized 13
  14. 14. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaEducation Plan) in parallel for utilizing information technology in business and educationrespectively, now is the time for introducing my rationale for innovatiove learning pro-grams at ISS.5. Rational Basis For The ISS Educational VisionThomas Friedman observed in “The World is Flatxvii” that the human family is goingthrough yet another paradigm shift through global disambiguation, similar to changes ex-perienced globally from the advent of the Industrial revolution or the personal computer.Take the classic example of the outsourcing of e-commerce labor to the software engi-neer in India - annual salary being approximately 1/10th of her Western-world counter-part - as well as the ubiquitous, cheap and robust computing power world-wide and mas-sive digital storage capabilities (e.g., 1 terabyte hard drives for $319.99 now available atNewEgg.comxviii) as some examples of why a shift in how we now and will continue todo things is required if we are to thrive in the new economy. Friedman’s advice to hisdaughter today is to “…do your homework as people in India and China are starving foryour job” versus the peas and carrots version her grandfather gave Dad.A recent study by the National Center on Education and the Economy - Tough Choices,Tough Timesxix - brings to the forefront how education is not taking advantage of the flatworld and, subsequently, schools are falling behind. The study is quite compelling andthere are many voices crying out for the study to be taken seriously:“Anyone who hopes to hold a job in the next several decades should read - if not memo-rize - this extraordinary report.” - Norman R. Augustine, Retired Chairman and CEO,Lockheed Martin Corporation“This penetrating, scary analysis and these astute, far-reaching recommendations amountto A Nation at Risk for the next generation.” - Chester E. Finn Jr., President, Thomas B.Fordham Foundation 14
  15. 15. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea“This proposal is radical? Yes. Hard to achieve? Of course. Essential? Absolutely. Ournations schools are failing to educate our children, and that has to stop—else we con-demn our own kids to ever-lower incomes. We must act—now!” - William E. Brock,Former Secretary of Labor, Reagan AdministrationThough the study is provocative in nature, after reading the report the author finds thatinternational education has most of the components inherently in place. Many interna-tional educators are already going in the advised direction - or can easily adapt method-ologies to meet the growing need for a competitive work force to leverage flat world re-alities.Five major components addressed in the NCEE study can be thought of as the buildingblocks required to make a great international education program. These components are:1) creativity, 2) emotional intelligence, 3) balanced curriculum, 4) worldview, and 5)technology.Diagram: Mind map of the five components for 21st century learning5.1 CREATIVITYTeaching creativity will help learners see patterns in their chaotic world today and inthose patterns they can generate new ideas. To become competitive they must also have 15
  16. 16. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreaopportunities for true innovation and that must be taught. They also need to be able tomake connections across the interdisciplinary combinations of subject matter. Take alook at how just a couple of folks created Microsoft, eBay, and more recently YouTubeand you will see how creativity combined with innovation pays off.During a recent conversation with Jean-Francois Rischardxx I showed him a draft frame-work for school curriculum, based on my first experimentation of adapting the compo-nents of the NCEE report into international education. His initial comments were simpleand direct as he reminded me that what was obviously missing in my framework wascreativity. He emphasized that creativity is the most compelling educational componentfor the future of schools, as identified in the NCEE report. I since revisited the report andcreativity is the first priority for the school curriculum.5.2 EMOTIONAL INTELLIGENCEEmotional intelligencexxi is getting a lot of press lately and, according to the NCEE re-port, rightly so. Getting along with others, from all walks of life, is now situated squarelyin the middle of the flat world reality facing us. Though we do not have to teach large andsmall group collaborative skills due to the lack of educational standards needed to holdthe hand in the fire, it is a most desirable skill that will surely become an educationalstandard.5.4 BALANCED CURRICULUMA balanced curriculum speaks for itself - if we still believe in the philosophy of the lib-eral arts program that most of us have experienced and touted as good practice and wor-thy of study towards the completion of a four-year degree. The International Baccalaure-ate Diploma (IBD) programme, the Advanced Placement International Diploma programand other varieties of the same have the components necessary for a well-rounded core oftraditional subject matter. Along with the need for traditional core subject matters comesa need for both meta-analytical skills vis-à-vis Theory of Knowledgexxii courses taught in 16
  17. 17. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreathe IBD and portable skills such as critical thinking, making connections and learninghow to keep on learning.5.5 WORLD VIEWThe mindset of an observable and explainable view of the world is also needed. Learnerswill need to become globally literate and only then will be able to work across the imagi-nary borders and myriad time zones online and face-to-face. More importantly, the 21stcentury learner must become literate in global issues facing the Earth and find ways tobring about necessary changes to protect the human family (see J.F. Rischard’s HighNoon: Twenty Global Issues, Twenty Years to Solve Themxxiii).5.6 TECHNOLOGYTechnology is the tool to leverage the Internet and digital resources learners must use inthis Web 2.0 reality we find ourselves. All learners must be trained to learn online. Theymust also be able to discern valid and reliable information sources from bunk. They mustalso be ready to take high stakes tests online as that is the way Educational Testing Serv-ices and others are going. Last year Advanced Placementxxiv (AP) Japanese and AP Chi-nese were piloted for online testing services and others will soon follow.6. Next Steps To Realize The Vision at ISSInternational School Songdo is being built, staffed and supported to fully implement thefive components described by the NCEE to prepare the 21st century learner for successafter graduation as well as become empathetic global citizens. We will create opportuni-ties for learners to become as Richard Buckminster Fuller envisioned in the 1960’s -anticipatory design scientistsxxv - trained to be creative, innovative, well versed in the lib-eral arts, technology literate and, as Rischard urges, also have developed the mindset thatthey will be global citizens first, national citizens second and local citizens third. TheNational Association of Independent Schoolsxxvi has recently adopted Rischard’s call for 17
  18. 18. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreaaction and learners around the world are becoming involved, enabled and engaged in cre-ating solutions for the twenty global issues.6.1 The NEEDThe desired SIMS including the ensuing LDD interface component with DIEP options isbeing designed to enable international school learners - empower international schoollearners - to learn how to craft their own creative solutions. These solutions are necessarynot only for the life-long successes of international school graduates but also for craftingsolutions for the immediate and sustainable future of the world. With their position aschildren of some very influential people - trans-national movers and shakers - graduatesfrom international schools that adopt/adapt the ISS SIMS technologies created here willprove to be solution providers to our seemingly impossible challenges awaiting us as wespeed through the universe, riding in a finite system Fuller called spaceship Earth thatRischard says we have approximately 17 more years to clean up – or else.6.2 The TIMELINEThe start-up timeline of ISS has sufficient time embedded to enable the planning teamand partners to work on the DIEP infrastructure, test and refine the digital toolset beforestudents actually enroll in the program of studies. With such lead-time there is plenty ofwork to do and plenty of time to get it done. A piloting of the DIEP before full imple-mentation is also to be considered, as the students will have input as to the DIEP experi-ence. It would be of great value to consider their input before a full rollout of the com-pleted product takes place. 18
  19. 19. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaChart: Timeline for ISS Opening6.3 The FUTUREThe International School Songdo project is simply a beginning for a new system of inter-national education. Additional schools are already being planned in ten key cities aroundthe globe: Bostonxxvii, London, Singapore, etc. There are many benefits from creatingsuch a network of integrated international schools. One example comes to mind: learnerswho attend these schools will be expected to take advantage of exchanging places withtheir peers in sister schools. Middle school students will spend up to one month in an-other ISS-style school and their high school counterparts will enjoy up to a full year awayfrom home. These unique, global experiences will help ISS learners stay confident in thefact that they are: 1). still on the exact same path they choose back home, yet, at the sametime, 2). gaining a true world-view from their personal experiences abroad. 19
  20. 20. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaSustainable education is one of the goals for ISS and her sister schools and the DIEPtechnology that binds them together will help keep learners focused on career paths andon track whether they are in Asia, the Americas, Europe or beyond. ISS learners will beable to move around the globe, attending schools that support their dreams with detailed,organized and scheduled plans for success – in each of the ten planned school communi-ties vis-à-vis International School Songdo. 20
  21. 21. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaPart II. Institutional FoundationIn July 2001 Gale International negotiated a joint venture agreement with POSCO E&Cand the City of Incheon, South Korea, for the master planned development that is SongdoInternational City. Located at the site of General MacArthurs 1950 landing, Songdo willbe the first "new" city in the world designed and planned as an international business dis-trict. Songdo is rising as the "Gateway to Northeast Asia," a geographical hub just 40miles southwest of Seoul and 25 miles from the North Korean DMZ industrial area.Built on 1,500 acres of reclaimed land and soon to be connected to Incheon InternationalAirport via a new bridge, Songdo is the most ambitious undertaking of its kind. Currentlyunder construction, this Master Planned city will offer an unsurpassed Quality of Life -including a 100-acre Central Park, International School, International Hospital, Eco-tarium, and Museum amongst its many amenities.The citys plan includes fifty million square feet of office space - including a landmark65-story Tower and Convention Center, thirty million square feet of Residential Space,ten million square feet of Retail, five million square feet of Hotel Space and ten millionsquare feet of green space. Because of its central location within the Yellow Sea Eco-nomic Basin - which comprises an economically active population of more than 200 mil-lion with a GDP of USD 1.3 trillion - Songdo will act as the business hub for multina-tional companies in Northeast Asia.Songdo International City is a city designed around one thing: the people who will liveand work here. People will experience an unparalleled Quality of Life as technology, re-sources and innovation all come together to create the ideal environment. The projectbrings together the top industry leaders to enrich and build the worlds most beautiful,functional and environmentally friendly city. Its scope, beauty and vision embody theheart of its developers and sets a new level of excellence on both the local and globalscale (text taken from the official Songdo International Cityxxviii website). 21
  22. 22. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea1. School DescriptionInternational School Songdoxxix is a central element in the newly created Free EconomicZonexxx named Songdo International City. The school is fully designed and is being builtin its entirety on a seventeen-acre site. Construction is underway and will be completedby June of 2008. The organizers of International School Songdo have announced that theopening of the school will be phased in from September 2008 to August 2009.The phased opening of International School Songdo is scheduled to begin in late sum-mer/early autumn 2008 with open houses for the community and informational sessionsfor potential learners and their parents. There is the opportunity during this period for lec-tures by elite foreign university faculty, as well as short courses in adult, continuing, andexecutive education for members of the community from the surrounding areas ofSongdo, Incheon, and Seoul. International School Songdo can provide test preparation,English language training, and computer courses afternoons, evenings, and weekends co-ordinated around periods of heavy construction. The formal PreK-12 academic yearscheduled to begin in August 2009 will coincide with the Incheon Expoxxxi 2009.2. School PhilosophyThe International School Songdo has hired Dr. Jorge Nelson to be Headmaster beginningJuly 2007. He is now dedicated full-time to planning the phased opening of the school.He is also assembling an expert planning team over the next 12-18 months that will hirethe most qualified faculty and staff, refine the curriculum for an international and 21stcentury education, and admit learners to International School Songdo. He has been taskedto build a state-of-the-affordable art “high tech/high touch” world-class internationalschool as he describes in the previous section. There is no desire to build an internationalschool of this caliber with a program that is based on a “More Of the Same” approach toeducation. ISS is a purpose-built facility that is designed to the highest educational, archi-tectural and technological standards. 22
  23. 23. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaISS will be an independent, not for profit, coeducational day school operating under theumbrella of a nonprofit Foundation established in Korea by International Schools Serv-icesxxxii. The program will start with approximately 500 learners in Pre-Kindergartenthrough grade eight. In successive years the high school program will be added and theschool will grow to its capacity of 2100 learners. At the appropriate time the school willapply for full accreditation and will offer recognized international curriculum such as theInternational Baccalaureatexxxiii and Advanced Placementxxxiv diploma programs.3. School LocationISS occupies over half a million sq. ft. on eighteen acres of prime urban real estate in theheart of Songdo International City. The location enjoys modern amenities of city life as itis close to Central Park, Convention Center, Cultural Center, Museums, Hotels, GolfCourse, Theaters, and transportation centers including water transport on canals. The cityis located just south of Incheon and less than 15 miles away from the Incheon Interna-tional airport when the new bridge connecting the airport and the city opens.4. School CommunityDue to its strategic location in the heart of a Free Economic Zone it is expected that thelearners will come from families in an international and diverse business community withrepresentation from around the world. While SIC will contain a large number and varietyof new residential units it is expected that students will come from the surrounding areasas well, including Incheon and Seoul.5. School GovernanceISS will be a proprietary not-for-profit international school accredited by U.S., Europeanand International education bodies, and operated by a qualified foreign school operator.The ISS Advisory Board is comprised of leading international educators who have heldheadmaster and senior roles at some of the world’s best education institutions and inter-national education organizations. Tasked with guiding the development of ISS as the 23
  24. 24. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korealeading international school in Asia, the ISS Advisory Board brings exemplary educationexpertise and advice to the school. This appointed Board representing the operating foun-dation, international business leaders, educators and parents will provide school over-sight.6. School Curriculum and Learning AtmosphereThe school had a unique opportunity to design the facility so that every space can pro-mote learning. There are learning opportunities, materials, displays, and technologythroughout the building in passageways, cafeterias, offices and other public spaces in ad-dition to instructional space. These non-classroom learning areas are designed to bechanged several times throughout the academic year at intervals that coincide with learn-ing mastery. In addition there is an emphasis on learning in what are generally considerednonacademic areas such as the school lunch program, transportation, athletics and activi-ties.ISS will be offering a rigorous academic program based upon an American curriculumbut containing or being supplemented by the best curriculum materials available in theinternational educational arena. The curriculum will be put into place by the planningteam after careful research into the best material available. This curriculum will be re-viewed and updated on a rotating schedule once a teaching staff has been selected.Planned curriculum will include the International Baccalaureate program as well as Ad-vanced Placement.The school has been designed so that class sizes will remain relatively small at all gradelevels. With small class sizes learning facilitators will be able to focus on individualizinglearning. A major focus will be on the development of higher-level thinking, problemsolving skills and mastery of core concepts.The language of instruction will be English but there will be a comprehensive English asa Second (or other) Language component for a limited number of non-English speaking 24
  25. 25. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korealearners. A cap on the percentage of non-English speaking learners will assure that lim-ited English proficiency will not negatively impact the overall academic program.The Korean language and culture will be an integral part of the elementary program. Sec-ondary learners will be offered a variety of subjects with a Korean emphasis. Field tripsto historic and cultural Korean sites will be encouraged.Once in operation, ISS will be applying for accreditation through the New England Asso-ciation of Schools and Collegesxxxv (NEASC) and the European Council of InternationalSchoolxxxvi (ECIS).7 Faculty, Staff and LeadershipThe leadership team members and professional faculty at ISS will be selected from theworld-class level of international educators currently working in accredited internationalschools across the planet. The highly competitive offers of employment will be awardedonly after a thorough search and selection process to be conducted over the next 18months. ISS will work with International Schools Servicesxxxvii, The International Educa-torxxxviii, the Association for the Advancement of International Educationxxxix, East AsiaRegional Council of Overseas Schoolsxl and other agencies in recruiting the finest facultyin the world.7.1 Planning TeamThe organizers of ISS will have the unique opportunity to put a planning team into placefor the 2008-2009 academic year. The School Headmaster, Dr. Nelson is a key leader ofthis planning team. Other members of the planning team will include, but not necessarilybe limited to, a School Principal, Information Technology Coordinator, Media Cen-ter/Library Director, Business Manager/Support Services Director, Admissions Direc-tor/Registrar/Marketing, Facility Operator and Special Assistant to the Headmaster. Theplanning team will be responsible to put into place all of the elements of a high-levelfunctioning school program. 25
  26. 26. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea7.2 Enrollment/Student BodyThere is already significant interest in the creation of ISS and inquiries about require-ments for enrollment. During the 2008-2009 academic year the school will be solicitingand processing applications for enrollment. It is expected that the school will begin op-eration in fall of 2009 with a learner body of approximately 500 learners in pre-kindergarten through grade eight. As ISS continues to be developed the enrollment willgrow within a few years to full capacity of 2100 learners.7.3 FacilitiesThe facilities for ISS have been designed by Kohn Pederson Foxxli under the leadershipof James vonKlemperer. Working in collaboration with the Harvard Advisory Group,Ray Bordwell from of CSO Schenkel Shultzxlii created a non-traditional method of pro-gramming by leading the effort with a team of well-known, former International SchoolHeadmasters and current private school administrators who were specifically brought to-gether for the task. “A series of programming sessions was convened to create a visionfor the school and establish its initial operational policies. The outcome was a FacilityDesign Guideline that established a series of flexibly designed elements arranged as Ele-mentary School, Middle and High School, and shared facilities buildings. The shared fa-cilities building included facilities for Food Service, Central Administration, Art, Theater,Music, Physical Education and Competitive Athletics.” (CSO website)The end result is a school facility that is second to none. Sitting on an eighteen-acre sitethe campus-like arrangement includes separate elementary and secondary buildings.There is a spine of joint-use facilities, which includes a swimming pool, auxiliary gymna-sium, main gymnasium, exercise room, theatre, a variety of fine arts rooms and the cen-tral administration. The well-landscaped grounds include multiple courtyards, a reflectingpool, bell tower, amphitheatre, soccer field and tennis courts. The central kitchen servesseparate elementary and secondary dining facilities. Both the elementary and secondary 26
  27. 27. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreabuildings contain state of the art media centers with technology spines that are fully inte-grated with the rest of the buildings as well as a TV production studio.The facility was designed with security and transportation flow in mind. There are sepa-rate areas for learner drop off and visitor access. Elementary and secondary programs areseparated other than in shared facility areas.7.4 School FacultyISS will recruit and retain experienced and successful educators from North America andaround the world. The educational professionals at ISS are not what are commonly re-ferred to as "sages on the stage". Their role is to be “guides by the side”, working aslearning facilitators to promote individual learning experiences and personalized instruc-tional activities. These Learning Facilitators will be committed to ensuring that studentslearn and succeed in their academic programs. A key element of ISS’s commitment toeducation is to ensure that the School actively supports the ongoing professional qualifi-cations and development of its most valuable resource -- its learning professionals.The goal of all ISS Learning Facilitators will be to first help facilitate the education of thewhole child. The ISS staff will seek to nurture and mentor students not only in the class-room but in extracurricular activities such as athletic, the arts and community service.ConclusionWhat needs to be done to ensure that we properly prepare children to grow up and be-come successful adults who will thrive, not just survive, throughout the 21st century isbeing created right now in Songdo, Korea at International School Songdo. This need hasbeen recognized by the visionaries of ISS who are driven by zeal for setting up an educa-tional institution that is based upon constructivist visions of educational reformers.Hence, ISS is being built as the ideal knowledge-worker educational model by offering arigorous academic program based upon an exemplar American curriculum with appropri- 27
  28. 28. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreaate supplements of the most innovative curriculum materials available in the internationaleducational arena.We salute the thought-provoking and penetrating study undertaken by the National Cen-ter on Education and the Economy that points out pitfalls of decades of the US educationsystems in the past. We strongly support the NCEE’s compelling recommendations foreducational reform by way of improvement in five major educational components: 1)creativity, 2) emotional intelligence, 3) balanced curriculum, 4) worldview, and 5) tech-nology.In this paper I addressed key issues and concerns on each of these five components, re-flecting and arguing for those concerns in the design of the ISS-proprietary Digital Indi-vidualized Education Plan as the building blocks which are required to make a great in-ternational education program; hence, ISS learners are expected to face the forefront ofprovocative yet pervasive contemporary ubiquitous education designed to support accessto the highest degree of digital literacy. This equates the Just-In-Time/Speed-Of-Thoughtlearning model in the digital business world that has been widely acclaimed by Micro-soft’s Bill Gates. The Digital Nervous System and its interface, Digital Dashboard, areanalogous to the Studentlife Information Management System infrastructure and its intui-tive user interface, Learner Digital Dashboard, for accessing their continuous educationalachievements via the individualized DIEP by the ISS learners. This analogy and theworking model of the SIMS are depicted in the following image. 28
  29. 29. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaImage: SIMS & DNS working modelsI am proud to point out that planners of Songdo International City prioritized the estab-lishment of ISS as the central element in the City. Construction is underway and will becompleted by June of 2008. As shown in the timeline (see Section X), ISS will be open inphases.The phased opening of the ISS is scheduled to begin in late summer/early autumn 2008with open houses for the community and informational sessions for potential learners andtheir parents with an eye towards filling about 500 learners in Pre-Kindergarten throughGrade Eight initially and adding high school grades in successive years until the schoolgrows to its capacity of 2100 learners. ISS will be readily and quickly recognized bysoon-to-settle down communities for its strategic location to accommodate multicultural 29
  30. 30. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Koreastandards from families representing multinational communities. The recognition willlead to discovering a noble educational philosophy in the humanistic and constructivistapproach; excellent school governance comprised of leading international educators whohave held senior leadership roles at some of the world’s best education institutions, worldbest-in-class educators on the faculty, education-aware school staff members on theground, and modern facilities designed to foster learning atmosphere that encompassesconvenience-driven modern construction for nonacademic areas such as the school lunchprogram, transportation, athletics and activities.As the founding school headmaster, I welcome you to peruse our world-class learninginstitution where self-constructed learning that models tomorrow’s knowledge workers’education is facilitated by leading educators with the aid of the world’s best digitalized ITsystem in the community of u-culture in the great u-city called Songdo International City.All aboard! 30
  31. 31. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaAPPENDIX A – TWELVE STEP PROGRAM FOR EDUCATION @ THE SPEED-OF-THOUGHT1. Insist that communication flow through the school community over e-mail so thatstakeholders (i.e., students, parents, learning facilitators, and leadership) can act on newswith reflex-like speed.2. Study student achievement and interest data online to find patterns and share in-sights easily. Understand overall student trends and allow personalized learning for indi-vidual students.3. Use PC’s for student performance analysis, and shift learning facilitators into high-level thinking work about coherent curriculum, and improved projects/lessons designedto increase student achievement.4. Use digital tools to create cross-departmental/cross-grade level virtual teams thatcan share knowledge and build on each other’s ideas in real time, worldwide. Use digitalsystems to capture student academic achievement for use by the stakeholders, whenauthorized.5. Convert every paper process to a digital process, eliminating administrative bottle-necks and freeing stakeholders for more important tasks.6. Use digital tools to eliminate single-task jobs or change them into value-added jobsthat use the skill of a knowledge worker.7. Create a digital feedback loop to improve the efficiency of physical processes andimprove the quality of educational delivery and student achievement assessment. Everyauthorized stakeholder should be able to easily track all of the key achievement indica-tors. 31
  32. 32. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, Korea8. Use digital systems to route complaints immediately to the stakeholders who canimprove the educational delivery.9. Use digital communication to redefine the vision and the boundaries around theschool community. Become larger and more substantial or smaller and more intimate asthe student population situation warrants.10. Trade information for time. Decrease systemic lags in knowledge-of-results time byusing digital transactions with all stakeholders, and transform every lesson into Just-in-Time delivery.11. Use digital delivery of knowledge-of-results to eliminate the learning facilitator fromthe student self-assessment of achievement. Learning facilitators use digital tools to addvalue to student achievement.12. Use digital tools to help students solve problems for themselves, and reserve morepersonal contact to respond to complex, high-value student needs. 32
  33. 33. Education Beyond the 21st Century: Establishing a Sustainable Heritage at International School Songdo, KoreaTABLE OF HYPERLINKSi http://www.songdo.com/default.aspxii http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11057iii http://www.focusing.org/ecm_iiia1.htmliv http://21stcenturylearning.typepad.com/blog/john_dewey/index.htmlv http://en.wikipedia.org/wiki/Theory_of_multiple_intelligencesvi http://en.wikipedia.org/wiki/Constructivism_(learning_theory)vii http://www.songdo.com/page1601.aspxviii http://en.wikipedia.org/wiki/Just_In_Time_%28business%29ix http://www.microsoft.com/presspass/exec/billg/books/default.mspxx http://web.mac.com/dr.jorgenelsonxi http://www.global-issues-network.org/gin/home.htmlxii http://en.wikipedia.org/wiki/Office_Assistantxiii http://www.ed.gov/parents/needs/speced/iepguide/index.htmlxiv http://www.ubdexchange.org/web_resources/UbD_Overview/learn_more.cfmxv http://en.wikipedia.org/wiki/Hospital_volunteerxvi http://www.odysseyofthemind.com/xvii http://en.wikipedia.org/wiki/The_World_is_Flatxviii http://www.newegg.com/Product/Product.aspx?Item=N82E16822204022xix http://www.skillscommission.org/xx http://www.theglobalist.com/DBweb/AuthorBiography.aspx?AuthorId=18xxi http://en.wikipedia.org/wiki/Emotional_intelligencexxii http://www.bu.edu/wcp/MainTKno.htmxxiii http://www.theglobalist.com/DBweb/StoryId.aspx?StoryId=2653xxiv http://apcentral.collegeboard.com/apc/Controller.jpfxxv http://www.grunch.net/synergetics/synintro.htmlxxvi http://www.nais.org/resources/index.cfm?ItemNumber=147262xxvii http://www.songdo.com/page1812.aspxxxviii http://www.songdo.com/default.aspxxxix http://www.songdo.com/default.aspx?p=1596xxx http://eng.ifez.go.kr/main.aspxxxi http://www.incheonexpo2009.org/xxxii http://www.iss.edu/xxxiii http://www.ibo.org/xxxiv http://apcentral.collegeboard.com/apc/public/program/initiatives/2155.htmlxxxv http://www.neasc.org/caisa/caisa.htmxxxvi http://www.ecis.org/xxxvii http://www.iss.edu/xxxviii http://www.tieonline.com/preview1.cfmxxxix http://www.aaie.org/xl http://www.earcos.org/xli http://www.kpf.com/main.asp?fullscreen=noxlii http://www.csoinc.net/portfolio/prog_plan/songdo 33

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