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CLIx
Connected Learning Initiative
A bold and innovative partnership
between
Tata Groups (Tata Trust, Tata Institute of Social Sciences Center for Education
Innovation and Action Research) and Massachusetts Institute of Technology
Brandon Muramatsu and Rita Sahu
[Office of Digital Learning, MIT]
November 18, 2015
Goal of Collaboration
• To improve the professional & academic
prospects of high school students in
underserved communities in India
– Scope (3 years): 150,000 students, 1,000 schools, 2700
teachers
By incorporating thoughtful
pedagogical design &
contemporary technology
That will help provide
sustainable quality learning
experiences at scale in
English, Mathematics, and
Science (Physics, Chemistry,
Biology)
Key Outcomes
• To raise social capital and expand educational
opportunities for India’s youth substantially
and positively
• To provide continuous professional
development for teachers via content
knowledge pedagogy, teaching skills, and
digital literacy
Arrive at a model that can have global relevance
Motivation
A number of studies of elementary schooling have established poor learning levels
across states and school systems
– by the end of grade VIII, about 20% have developed critical abilities that
enhance their life opportunities and employability
– a severe undersupply and shortage of Science, Mathematics, and English
teachers
• Teacher Education continues to remain conservative and resistant to
modernization
– children constitute over one-third of India’s population of approx. 1.2 billion
people, which means India is home to 400 million children > every sixth child in
the world lives in India
– Timing and climate are right to trigger changes
The National Assessment Survey by NCERT (National Council of Educational Research and Training)
Focus > conceptual understanding and application of foundational concepts through
active learning > emphasis will be on “Learning by Doing”
Multiple elements for delivering learning experiences and
professional development at scale and for providing support
for the learning communities
CLIx Ecosystem
Tata Groups
(Tata Trust, TISS)
MIT
(ODL, STEP)
Dev. Partners
(Tata Class Edge, NIAS, Eklavya,
HBCSE)
Impl. Partners
(Govts. > Chhattisgarh,
Mizoram, Rajasthan, Telangana)
+
Field Implementation
Teams
Schools
(Students + Teachers + Parents + Community)
+
Chhattisgarh –
RMSA;
Mizoram – MZU;
Rajasthan – CERP;
Telangana - SCERT
RMSA – Rashtriya Madhyamik Shiksha Abhiyan
CERP – Center for Education & Practices
SCERT – State Council for Educational Research & Training
MZU – Mizoram University
NIAS – National Institute of Advanced Studies (Biology)
Eklavya – Chemistry, Physics
HBCSE – Homi Bhabha Centre for Science Education (i2C >
Knowledge Lab)
Tata Class Edge - English
CLIx Ecosystem (cont.)
Tata Groups
(TISS, Tata Trust)
MIT
(ODL, STEP)
Dev. Partners
(Tata Class Edge, NIAS, Eklavya,
HBCSE)
Impl. Partners
(Govts. > Chhattisgarh,
Mizoram, Rajasthan, Telangana)
+
Field Implementation
Teams
Schools
(Students + Teachers + Parents + Community)
+
Curriculum
Technology
Implementation
Research
Documentation
Project
Management
Math
Science
English
i2C
Chhattisgarh –
RMSA;
Mizoram – MZU;
Rajasthan – CERP;
Telangana - SCERT
Group: Curriculum
• Collaborate with India teams to guide, design, and develop
– curriculum
» existing classroom and teaching conditions, scope, content selection criteria
and pedagogy
– teacher professional development activities and materials
• Host design camps
– professional development of India collaborators
• Offer online education technology courses (e.g. 11.132x
Design and Development of Education Technology & 11.133x
Implementation and Evaluation of Education Technology)
Group: Technology
Collaborate with India partners to design and
develop tools to author, manage, and deliver
learning experiences through a CLIx platform
– Infrastructure (computing devices, network,
power) upon which learners will access the CLIx
learning experience
– Research (data collection, access controls)
Group: Research
Evaluate the impact of the initiative on student
learning and performance outcomes
- guide subsequent phases
- propose recommendations for future implementation
Group: Implementation
Implement learning experiences in partnership with
state governments and other partners to reach 150,000
students, 1,000 schools, 2700 teachers (3 years)
– help create a local ecosystem (collaborating with
community + experts)
• school evaluation and studies
• working with field support teams
– integrate technology and platform to build
connectivity of communities
– coordinate with other groups
First Half, 2015
• Closure with partners (development and
implementation)
• Launch of key activities in the following
dimensions: Project Management,
Curriculum, Technology, Implementation,
Research, Documentation
Main Events, 2015
• Feb 18-19th (Bangalore, India) – Introduction & Orientation to CLIx
workshop
– Reviewing core CLIx objectives
– Creating working groups
• Apr 11th (Mumbai, India) – Implementation workshop
– Discussing implementation framework and strategies
• Apr 25-29th (Mumbai, India) – Launch workshop
– Building shared CLIx understanding
– Discussing scope of program
• Jul 20th (Mumbai, India) – Review workshop
– Reviewing project status
Main Events, 2015 (cont.)
• Aug 3-14th (Cambridge, US) – Design Camp workshop
[Preceded by course 11.132x - Design and Development
of Education Technology]
Goals
– To make the participants familiar with the EdTech design
process in a hands-on way
– To start designing tools and modules that could be
integrated into the final curriculum
– To facilitate team building across the larger team as well as
within each domain group
Challenges
• Connectivity – if connectivity fluctuates, the scope of the offering will be
impacted. This can further affect collaboration efforts between students
across schools/states, amongst other key variables.
• Availability of teachers to facilitate the course – currently, not sure what
to expect from the states in terms of teacher availability and time
commitments. The teacher is a key motivator and fulcrum point. For
example, his/her immediate feedback can impact how things move.
• Structured within school timetable – if courses are not coordinated within
this, it can be a serious deterrent to course participation and completion.
Assuming that students stay beyond school hours in most schools, there
will be logistical complications in terms of human resources to man the
labs, as an instance.
• Assessments and feedback mechanism - effective mechanisms to provide
meaningful and if possible immediate feedback to students on tasks that
they do is essential. No feedback can also be a deterrent to participation.
Thank you!

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CLIx-Connected Learning Intiative

  • 1. CLIx Connected Learning Initiative A bold and innovative partnership between Tata Groups (Tata Trust, Tata Institute of Social Sciences Center for Education Innovation and Action Research) and Massachusetts Institute of Technology Brandon Muramatsu and Rita Sahu [Office of Digital Learning, MIT] November 18, 2015
  • 2. Goal of Collaboration • To improve the professional & academic prospects of high school students in underserved communities in India – Scope (3 years): 150,000 students, 1,000 schools, 2700 teachers By incorporating thoughtful pedagogical design & contemporary technology That will help provide sustainable quality learning experiences at scale in English, Mathematics, and Science (Physics, Chemistry, Biology)
  • 3. Key Outcomes • To raise social capital and expand educational opportunities for India’s youth substantially and positively • To provide continuous professional development for teachers via content knowledge pedagogy, teaching skills, and digital literacy Arrive at a model that can have global relevance
  • 4. Motivation A number of studies of elementary schooling have established poor learning levels across states and school systems – by the end of grade VIII, about 20% have developed critical abilities that enhance their life opportunities and employability – a severe undersupply and shortage of Science, Mathematics, and English teachers • Teacher Education continues to remain conservative and resistant to modernization – children constitute over one-third of India’s population of approx. 1.2 billion people, which means India is home to 400 million children > every sixth child in the world lives in India – Timing and climate are right to trigger changes The National Assessment Survey by NCERT (National Council of Educational Research and Training)
  • 5. Focus > conceptual understanding and application of foundational concepts through active learning > emphasis will be on “Learning by Doing”
  • 6. Multiple elements for delivering learning experiences and professional development at scale and for providing support for the learning communities
  • 7. CLIx Ecosystem Tata Groups (Tata Trust, TISS) MIT (ODL, STEP) Dev. Partners (Tata Class Edge, NIAS, Eklavya, HBCSE) Impl. Partners (Govts. > Chhattisgarh, Mizoram, Rajasthan, Telangana) + Field Implementation Teams Schools (Students + Teachers + Parents + Community) + Chhattisgarh – RMSA; Mizoram – MZU; Rajasthan – CERP; Telangana - SCERT RMSA – Rashtriya Madhyamik Shiksha Abhiyan CERP – Center for Education & Practices SCERT – State Council for Educational Research & Training MZU – Mizoram University NIAS – National Institute of Advanced Studies (Biology) Eklavya – Chemistry, Physics HBCSE – Homi Bhabha Centre for Science Education (i2C > Knowledge Lab) Tata Class Edge - English
  • 8. CLIx Ecosystem (cont.) Tata Groups (TISS, Tata Trust) MIT (ODL, STEP) Dev. Partners (Tata Class Edge, NIAS, Eklavya, HBCSE) Impl. Partners (Govts. > Chhattisgarh, Mizoram, Rajasthan, Telangana) + Field Implementation Teams Schools (Students + Teachers + Parents + Community) + Curriculum Technology Implementation Research Documentation Project Management Math Science English i2C Chhattisgarh – RMSA; Mizoram – MZU; Rajasthan – CERP; Telangana - SCERT
  • 9. Group: Curriculum • Collaborate with India teams to guide, design, and develop – curriculum » existing classroom and teaching conditions, scope, content selection criteria and pedagogy – teacher professional development activities and materials • Host design camps – professional development of India collaborators • Offer online education technology courses (e.g. 11.132x Design and Development of Education Technology & 11.133x Implementation and Evaluation of Education Technology)
  • 10. Group: Technology Collaborate with India partners to design and develop tools to author, manage, and deliver learning experiences through a CLIx platform – Infrastructure (computing devices, network, power) upon which learners will access the CLIx learning experience – Research (data collection, access controls)
  • 11. Group: Research Evaluate the impact of the initiative on student learning and performance outcomes - guide subsequent phases - propose recommendations for future implementation
  • 12. Group: Implementation Implement learning experiences in partnership with state governments and other partners to reach 150,000 students, 1,000 schools, 2700 teachers (3 years) – help create a local ecosystem (collaborating with community + experts) • school evaluation and studies • working with field support teams – integrate technology and platform to build connectivity of communities – coordinate with other groups
  • 13. First Half, 2015 • Closure with partners (development and implementation) • Launch of key activities in the following dimensions: Project Management, Curriculum, Technology, Implementation, Research, Documentation
  • 14. Main Events, 2015 • Feb 18-19th (Bangalore, India) – Introduction & Orientation to CLIx workshop – Reviewing core CLIx objectives – Creating working groups • Apr 11th (Mumbai, India) – Implementation workshop – Discussing implementation framework and strategies • Apr 25-29th (Mumbai, India) – Launch workshop – Building shared CLIx understanding – Discussing scope of program • Jul 20th (Mumbai, India) – Review workshop – Reviewing project status
  • 15. Main Events, 2015 (cont.) • Aug 3-14th (Cambridge, US) – Design Camp workshop [Preceded by course 11.132x - Design and Development of Education Technology] Goals – To make the participants familiar with the EdTech design process in a hands-on way – To start designing tools and modules that could be integrated into the final curriculum – To facilitate team building across the larger team as well as within each domain group
  • 16. Challenges • Connectivity – if connectivity fluctuates, the scope of the offering will be impacted. This can further affect collaboration efforts between students across schools/states, amongst other key variables. • Availability of teachers to facilitate the course – currently, not sure what to expect from the states in terms of teacher availability and time commitments. The teacher is a key motivator and fulcrum point. For example, his/her immediate feedback can impact how things move. • Structured within school timetable – if courses are not coordinated within this, it can be a serious deterrent to course participation and completion. Assuming that students stay beyond school hours in most schools, there will be logistical complications in terms of human resources to man the labs, as an instance. • Assessments and feedback mechanism - effective mechanisms to provide meaningful and if possible immediate feedback to students on tasks that they do is essential. No feedback can also be a deterrent to participation.