Current academic structures do not foster lifelong learning dispositions. For the last 19 years and through 115+ iterative design cycles, we’ve broken with past precedent to build 8 interacting systems—content, instruction, assessment, Sustainable OER, literacy, hands-on laboratory work, digital technologies, and PD—that re-engineer formal science class to support natural neural development for learners aged 13-20. This hands-on workshop explores the rule-breaking designs of all 8 systems.

1. SXSW EDU Panel Picker
~Workshop~
Designing Academic Systems for Lifelong Learning
Catherine Saldutti
President & Founder, EduChange, Inc.
August 2019 Voting Period

2. Quick Preview
• This SlideShare complements, and does not replace, the SXSW workshop proposal.
• This SlideShare highlights key drivers of our lifelong learning designs.
• There are 8 subsystems that build our comprehensive model for formal science class, Grades 8-
14. All 8 will be explored during the workshop.
• The systems interface, not merely each system alone, cues lifelong learning. Participants will
chart interfacing systems during the workshop in small groups.
• Hands-on experience with materials that exemplify the design drivers is a key part of the
workshop.
• Many design drivers, decisions and directions are content-agnostic and can apply across
subject areas, ages and learning levels.

3. The Content System
• Breaks down silos within a single secondary core curricular area, like
science  sets the stage for a more equitable assessment system
 closely maps to the Information Age
 mimics real-world STEM and problem solving
• Interleaves the same concepts, in different combinations, through multiple
contexts, over multiple years  maps to the neuroscience of learning,
working memory & retention

4. The Assessment System
• Builds 64+ competencies over multiple years, decoupling mastery from end-of-
unit timelines  shows learners that both deep understanding and skill
proficiency require time & multiple tries
 highlights different pathways to expertise
• Provides sufficient data to build personal learning profiles, with many different
profiles exemplifying an “A, B, C” grade (if grades are needed)  demonstrates
that diverse combinations of knowledge and skills are valuable, and the best
collaborations combine people with different strengths & weaknesses

5. The Instructional System
• Trains learners in project- , problem- and place-based strategies  equips
learners to initiate and manage their own authentic projects
• Looks, sounds and feels more like a workout, a rehearsal, or a practice than a
passive consumption experience  helps learners experience & chart growth
over time, interfacing with the assessment system that
values chronic positive patterns over one-shot summative tests
• Always leverages disciplinary practices to learn concepts
 explicates the transference of practices across concepts

6. The Sustainable OER System
• Learner co-created content invites personalization of & accountability for course
materials  interfaces with disciplinary literacy strategies that apprentice
learners into the professional world
• Honors student-centered classrooms via removal of teacher-only lesson plans
 forges positive, collaborative relationships with leaders & mentors
• Maintains and updates materials as the Information Age evolves
 presents content as dynamic rather than static

7. The Literacy System
• Trains learners to produce knowledge in the field, to equip them for critique 
makes peer review, feedback exchange, and revision a constructive & necessary
part of the learning process
• Taps OER and digital technologies to expose learners to multiple genres of
primary & secondary ‘texts’  relies on multiple representations to build
understanding of complex concepts
• Highlights disciplinary reading, writing, speaking & listening
 combines strong communication skills with digital literacies

8. The Hands-on Laboratory System
• Emphasizes the power & limitations of measurement & data  strengthens self-
reliance in data analysis to avoid reliance on popular media (disciplinary literacy
interface)
• Balances materials & methods as two forms of technology  forges
connections to computational thinking
• Prepares students to lead their own STEM-fueled projects
 moves students beyond activism toward solutions-focused
community engagement

9. The Professional Development System
• Provides in-classroom, on-the-job immersion supported by coaching 
learning by doing is for teachers, too!
• Builds incremental change over time  eliminates the need for “giant
leaps” that cause undue stress in too-short time frames
• Permits individual teacher agency within the same school  coherence,
not standardization, guides the experience

10. The System of Digital Technologies
• Situates digital technologies in role supporting the other systems 
prioritizes the learning purpose or task over “using the app”
• Trainers learners to wield productivity, creativity, educational & authentic
STEM technologies  maps tech type to task/purpose
• Empowers digital citizenship through legal, ethical, responsible and
 moves students beyond activism toward solutions-focused
community engagement

11. Learning Systems Design is
Essential EdTech

12. I would love the opportunity to present at SXSW EDU 2020!
Catherine@educhange.com
www.educhange.com
@EduChange