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"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Play Conference 2012
 

"Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Play Conference 2012

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Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference ...

Susan Meek speaks about "Silos Support Farmers, Not the Learning Ecosystem" at the 2012 Serious Play Conference

ABSTRACT:
In order to fully exploit technology’s potential in the new learning ecosystem, the creation of serious games and simulations must take into account the need to embrace a holistic strategy. When creating serious games and simulations to deliver and support curriculum, it is important to remember that the game or simulation’s ability to plug into a closed-loop instructional system will impact its chances of being adopted by the instructor. Technology tools, which seamlessly integrate into a continuous instructional feedback loop, will be able to capitalize on the true power of technology and will fuel the new learning ecosystem by inspiring and empowering students and teachers.

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    "Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Play Conference 2012 "Silos Support Farmers, Not the Learning Ecosystem" By Susan Meek- Serious Play Conference 2012 Presentation Transcript

    • SILOS SUPPORT FARMERS,NOT THE LEARNING ECOSYSTEMSerious Play Conference
    • What is an Ecosystem?
    • What is an Ecosystem? q  Interdependent q  Inter-related q  Sustainable
    • Learning Ecosystem¤  Holisticapproach Students¤  Thrives when in Teachers balance Content¤  Collaboration Learning Parents Ecosystem Admin
    • Closed-Loop Instructional System Develop objectives for the educationalSource: system Develop curriculumBoston Track outcomes & instructional and learningsConsulting strategiesGroupanalysis(2011) Provide appropriate Deliver instruction interventions Embed frequent and ongoing assessment
    • Closed-Loop Instructional System Develop objectives for the educationalEach unit of systemthe ecosystem Develop curriculum Track outcomesrelies on the and learnings & instructional strategiessuccess of theconnected Information andparts. Communication Technology Provide appropriate Deliver instruction interventions Embed frequent and ongoing assessment
    • Objectives for the Educational SystemQUOTE: “If ¤  Accommodate differentyou don’t learning styles and abilitiesknow whereyou are going, ¤  Self-directed where studentsany road willget you can set their own goalsthere.” ¤  Clear, age appropriate and Develop objectives for the educational measurable system Develop~Lewis Carroll Track outcomes and learnings curriculum & instructional strategies ¤  21st Century Skills / Digital Provide Deliver appropriate literacies interventions instruction Embed frequent and ongoing assessment
    • ExpectationsCore Academic Content and Critical Learning and Behavioral Skills n  Literacy n  Critical thinking and problem n  Math solving n  Finding and using information n  Science and information technology n  Social studies and social n  Creativity and innovation n  Civic responsibility sciences n  Work ethic n  Arts and humanities n  Personal responsibility n  Effective communication and collaboration
    • 4 C’s of 21st Century Skills video
    • Curriculum & Instructional StrategiesNeed to ¤  Aligns with standardsaccommodate ¤  Timely, relevant, modularthe recenttrends in K12 multimediaeducation. ¤  Challenge-based / active learning Develop objectives for the educational system Develop Track outcomes curriculum & and learnings instructional strategies Provide appropriate Deliver interventions instruction Embed frequent and ongoing assessment
    • New Horizon Report 2012Trends Challenges¨  Shifting education paradigms ¨  Digital media literacy¨  Abundance of information ¨  Blending formal and informal¨  BYOD learning¨  24/7 Learning ¨  Tech infrastructure¨  Technology ¨  Institutional barriers¨  Challenge-based, active ¨  Learning needs more real-life learning experiences ¨  Measuring learning out of classroom
    • Emerging Technologies¨  Mobile devices & apps¨  Tablet computing¨  Game-based learning¨  Personal learning environments¨  Augmented reality¨  Natural user interfaces
    • Deliver InstructionThe role of the ¤  Teacher facilitates studentteacher is learningevolving intothat of a ¤  Demonstrates effectivementor, coach,and/or problem solving, exploration,facilitator. creativity, and multiple Develop objectives for solutions the educational system Develop Track outcomes curriculum & and learnings instructional strategies ¤  Lesson is engaging, effective Provide and meaningful appropriate Deliver interventions instruction Embed frequent and ongoing assessment
    • Frequent & Ongoing Assessment“The goal of creatingan interconnected ¤  Real-time feedback tofeedback system wouldbe to ensure that key students and teachersdecisions about learningare informed by dataand that data are ¤  Deep insight into learningaggregated and madeaccessible at all levels gaps, enabling a tailoredof the education systemfor continuousimprovement.” approach Develop objectives for the educational ¤  Naturally occurring system Develop Track outcomes curriculum &~US Dept. of Ed and learnings instructional strategies2010a, p. 35 (embedded) Provide appropriate Deliver interventions instruction Embed frequent and ongoing assessment
    • Characteristics of… Assessment 1.0 Assessment 2.0 ¨  Mostly paper-based ¨  User-generated content ¨  Mostly classroom-based ¨  Power of the crowd ¨  Data on epic scale ¨  Very formalized ¨  Architecture of ¨  Highly synchronized participation ¨  Highly controlled ¨  Network effects ¨  OpennessSource: Assessment 2.0 (Elliott 2007)
    • InterventionsAdaptive ¤  Adaptive learninglearning n  Tailoring educationalsystemsprovide opportunities to each student’sinterventions level of need and abilitybased on themodel’s ¤  Professional development for Develop teachers objectives forpredictions the educational system Develop Track outcomes curriculum & and learnings instructional strategies Provide appropriate Deliver interventions instruction Embed frequent and ongoing assessment
    • Data Flow in a Typical Adaptive Learning SystemSource: Enhancing Teaching and Learning Through EducationalData Mining and Learning Analytics (US Dept. of Ed, 2012)
    • Track Outcomes & LearningsEducational data ¤  Better informed decisionsmining is lookingfor new patterns about strategy and resourcesin data. ¤  Real-time dataLearninganalytics isapplying knownpredictive Developmodels in objectives for the educational systeminstructional Track outcomes Develop curriculum &systems. and learnings instructional strategies Provide appropriate Deliver interventions instruction Embed frequent and ongoing assessment
    • Learning Ecosystem thrives when…SynergyInteractivityEngagement are maximized
    • Technology¨  Alignment with closed-loop instructional system¨  Student motivation¨  Teacher motivation ¤  Professional Development ¤  Planning¨  Personalized learning¨  Authentic learning
    • Rubric 1   2   3   4   Technology  directly  addresses   Technology  has  no  direct   Technology  is  related  to  learning   Technology  provides  rote   the  learning  objec5ves  and   correla5on  with  the  learning   objec5ves,  but  only  at  a  surface   memoriza5on  or  prac5ce  of   requires  higher  level  thinking  Objec&ves  and  Goals   objec5ves   level   the  skill  desired   skills  (create,  evaluate,  analyze)   Technology  aligns  with  all  the   Technology  has  no  direct   Technology  aligns  with  the   standards;  abundant  high-­‐ correla5on  with  the  curriculum  or   Technology  aligns  with  some  of   standards;  content  is  high-­‐ quality  content  that  is  modular  Curriculum  /  Instruc&onal  Strategies   the  desired  instruc5onal  strategy   the  standards   quality  and  modular   and  interac5ve   Technology  is  very  interac5ve   and  requires  evalua5ng,   Technology  encourages   analyzing,  and/or  crea5ng   Technology  offers  no  interac5vity;   Technology  provides  rote   interac5vity  and  requires   informa5on;  is  prac5ced  in  an   student  is  not  able  to  set  goals  for   memoriza5on  only  with  very   more  than  remembering  and  authen5c  format;  incorporates  Instruc&on   his/her  own  learning   limited  interac5vity;   understanding   collabora5on  
    • Rubric 1   2   3   4   Feedback  is   Feedback  is  con5nuous   con5nuous   throughout  the  use  of   throughout  the  use   the  technology  and  is   Feedback  is  very  limited   In  addi5on  to  correct/ of  the  technology   provided  to  the  student   (correct/incorrect);   incorrect  feedback,  the   and  is  provided  to   and  teacher  through  a   nothing  is  available  in   technology  provides   the  student  and   dashboard  repor5ng   terms  of  a  report  to  the   addi5onal  informa5on     teacher  as  a   system  integrated  with  Assessment   teacher  and/or  student   and  limited  repor5ng   summary.     a  LMS   Technology  adjusts   Technology  offers   Technology  offers  no   Technology  offers  more   delivery  based  on  the   maximum  ability  to   adaptability  to  the   than  one  seOng  for  the   students   adjust  to  each  students  Interven&ons   students  learning  needs   student   performance   learning  needs   Provides  real-­‐5me  data   Provides  data  that   and  enables  detailed   Does  not  provide  data  on   Provides  limited  data  on   can  be  used  at   analysis  at  mul5ple  Outcomes   outcomes  and  learnings   outcomes  and  learnings   mul5ple  levels   levels  
    • Rubric 1   2   3   4   Student  seeks  out   technology  outside  of   Student  considers   assigned  work;  students   technology  tool  as   Student  enjoys   can  use  the  technology   Student  complains  about   engaging  as  regular   technology  as  part  of   independent  of  teacher  Student  Mo&va&on   technology  tool   coursework   assigned  work   support   Technology  does  not   Technology  reduces  the   Technology  significantly   Technology  adds  slightly   add  to  the  workload   workload  and  provides   adds  to  the  teachers   to  the  teachers   and  provides   repor5ng  metrics  to   workload  without  any   workload  and  provides   beneficial  assessment  help  with  Teacher  Mo&va&on   benefit   minimal  benefit   informa5on   differen5a5on   Clear  instruc5ons   provided  and  very   limited  amount  of   limited  amount  of   Students/Teachers  can   student/teacher  needs   support  needed  by   support  is  needed  by   use  the  technology   support  to  use  the   teacher/student  to  use   students/teachers  to   without  any  outside  User  Friendly   technology   the  technology   use  the  technology   support  
    • Final thoughts What do you find compelling about viewing the educational system holistically? What key issues or concerns do you have?
    • For additional information, contactSusan D. MeekEducation StrategistBreakAway, Ltd.smeek@breakawayltd.com720-971-9830