General Principles of Intellectual Property: Concepts of Intellectual Proper...
Next Generation Learning and the Innovation Imperative
1. Next Generation Learning and the Innovation Imperative Josh Jarrett, Senior Program Officer September 10th, 2010 Source: Seattle Times, Tuesday, January 26, 2010
9. Our foundation’s work “All lives have equal value” US PROGRAM-WIDE GOAL COLLEGE-READY POSTSECONDARY SUCCESS Double the Number of Low-Income Young Adults Who Earn A Postsecondary Credential With Value in the Labor Market Expanded opportunity for all Americans Improve College-Ready Graduation Rates from High School 3
10. The Innovation Imperative The Innovator’s Dilemma Five Trends I'm Watching Co-Designing the Future 4
19. 2020: #15Educational attainment for low-income 26 year olds Source: Bureau of the Census, Bureau of Labor Statistics. OECD, National Longitudinal Survey of Youth. Note: Low income defined as 185% of poverty line, consistent with K-12 free and reduced lunch threshold
27. Scaling challenge 2007 Education market Number of companies Actual companies Projected distribution Only 2 of 67 orgs funded by US Department of Education innovation grants scaled/are still operational Revenue US$ Millions 1 5 20 100 400 Source: McKinsey analysis of EMR 2007 K-12 report and Berkerey Noyes 2007 investment analysis (unpublished)
37. The “Iron Triangle” suggests a degree of paralysis “In the view of many college and university presidents, the three main factors in higher education—cost, quality, and access—exist in what we call an iron triangle. These factors are linked in an unbreakable reciprocal relationship, such that any change in one will inevitably impact the others.” - Public Agenda research on opinions of higher education presidents Source: The Iron Triangle: College Presidents Talk About Costs, Access, and Quality, Public Agenda, October 2008.
38. The revolution will not be televised Emerging Product Categories P2P Social Games Learning Games Simulation Social Networks Mobile Open Publishing Aggregators Formal Learning Informal Learning Reference-ware Online Learning Tutoring Online Resources Community Driven Interven-tions Services Oriented Learning Communities Content Driven Platform Driven Established Product Categories Source: Startl
39. The Innovation Imperative The Innovator’s Dilemma Five Trends I'm Watching Co-Designing the Future 15
40. Five Trends I'm Watching Lecture model challenged by virtual teams and shared courseware 1 16
41. “Improvement in post-secondary education will require converting teaching from a ‘solo-sport’ to a community-based research activity.” -Herbert Simon, Nobel Laureate
52. Purdue UniversityENTRY PROGRESS CONNECTION COMPLETION Student Data System Student Engagement Leadership Focused on Completion
53. Five Trends I'm Watching Amazon/Ebay style analytics unlock personalization Lecture model challenged by virtual teams and shared courseware Horizontal platforms and networks unbundle learning 2 3 1
79. Five Trends I'm Watching 4 Amazon/Ebay style analytics unlock personalization Lecture model challenged by virtual teams and shared courseware DIY is for real and new brands emerge Horizontal platforms and networks unbundle learning 2 3 1
82. Five Trends I'm Watching 4 5 Amazon/Ebay style analytics unlock personalization Lecture model challenged by virtual teams and shared courseware DIY is for real and new brands emerge Target.com style partnerships form Horizontal platforms and networks unbundle learning 2 3 1
87. Purpose of Next Generation Learning Challenges What? To dramatically improve college readiness and completion in the United States, especially among low-income young adults How? Accelerate the testing and early scale of breakthrough technology-enabled learning solutions to persistent barriers to low-income learners’ college readiness and completion
92. Challenges Will Be Defined in “Waves” Wave 1: Building blocks for college completion Deploy open core courseware Scale blended learning Encourage deeper learning engagement Mobilize learning analytics Wave 2: Building blocks for college readiness Wave 3: Innovative delivery models
93. Tentative timeline Mid-Fall 2010: Formal launch and announcement of Wave I challenges RFPs Mid-Fall 2010 – Winter 2011: Two rounds of applications reviewed by challenge panels Late Winter 2011: Wave I winners announced Early Winter 2011: Wave II challenges announced
94. Thank You Josh Jarrett, Senior Program Officer Education – Postsecondary Success www.gatesfoundation.org
Editor's Notes
Greetings, etc
OLI evaluation efforts have investigated OLI courses’ effectiveness not only in stand-alone mode, but also in an instructor-led “accelerated learning” mode. This type of study owes its origins to Ben Bloom’s mastery learning concept and the subsequent accelerated schools program. The most common dependent measure used in such studies is time, i.e. the time it takes a learner to complete a particular amount of material, with proper assessment of equivalent learning outcomes. In these studies of OLI courses, we have demonstrated accelerated learning by showing that a learner can complete a semester-long course in significantly less than a semester and/or that a learner can complete significantly more than a semester’s worth of material within a semester’s time. Results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students in traditional instruction. Two studies conducted at Carnegie Mellon tested whether learners using the OLI course in hybrid mode—that is, students meeting with instructors regularly, but less frequently than in traditional courses, while also using the online modules and assignments of OLI- Statistics—would learn the same amount of material in a significantly shorter time than students in traditional class formats. Results exceeded expectations: OLI-Statistics students completed the course in 8 weeks with 2 class meeting per week, while traditional students completed the course in 15 weeks with 4 class meetings per week. Significantly, student logs showed that the OLI students spent no more total time studying statistics outside of class than the traditional students. Yet the OLI students demonstrated as good or better learning outcomes than the traditional students. Further, there was no significant difference in retention between OLI students and traditional students in tests given 1+ semesters later.[i] Usually, that kind of effectiveness or efficiency effect would be expected only as the result of individualized, human-tutored instruction. And yet in this case, students who met for less than two hours of class per week demonstrated phenomenal performance. [i] M. Lovett, O. Meyer, & C. Thille, C., “The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning,” Journal of Interactive Media in Education (2008), http:// jime.open.ac.uk/2008/14/
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