1 / 66

Mass Customized Learning: Up Close and Personal Learning in the Age of Empowerment

Mass Customized Learning: Up Close and Personal Learning in the Age of Empowerment. Midwestern Intermediate Unit IV April 26, 2012 Chuck Schwahn Schwahn Leadership Associates chuckschwahn@yahoo.com. Inevitable:. M ASS C USTOMIZED L EARNING. C huck s cHWAHN

Download Presentation

Mass Customized Learning: Up Close and Personal Learning in the Age of Empowerment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Mass Customized Learning:Up Close and PersonalLearning in the Age of Empowerment Midwestern Intermediate Unit IV April 26, 2012 Chuck Schwahn Schwahn Leadership Associates chuckschwahn@yahoo.com

  2. Inevitable: MASS CUSTOMIZED LEARNING Chuck scHWAHN ScHWAHN LEADERSHIP associates www.masscustomizedlearning.com chuckschwahn@yahoo.com summer: 605.673.3723 winter: 623.977.7956 bea mcgarvey mcgarvey eDucational associates www.masscustomizedlearning.com www.beamcgarvey.com mcgarvey@maine.rr.com 207.767.2243

  3. “I could have written that book!” A vision hiding in plain sight. Everything is obvious: once you know the answer

  4. Leaders take people to places they wouldn’t go without them.

  5. VISION • Your mental PICTURE of the FUTURE YOU PREFER TO CREATE • A detailed description of what your organization will look like when operating at its IDEAL BEST

  6. John F. Kennedy’s“Man on the Moon” VisionWe (NASA) knew about 15% of what we needed to know to get there. But, we knew it was right.

  7. VISION COMES ALIVE when everyone sees how his/her contribution makes a difference. People need to see both the big picture and their role in achieving that picture.

  8. Vision . . . What we will look like, act like, feel like, and be like when we are operating at our IDEAL BEST. What will we be like when we are . . . Empowering All Learners to Succeed in a Rapidly Changing World

  9. “The very essence of leadership is . . . you have a vision. • It’s got to be a vision you articulate clearly and forcefully on every occasion. • You can’t blow • an uncertain trumpet.” • Theodore Hesburgh

  10. A broad outline for our time together . . . • Intro . . . Takeaways, Agenda, etc. • Who is walking through our doors! • Today’s technology that changes everything! • What motivates them . . . and us . . . to learn • Break??? • Lori does her learning plan . . . the Vision • What does a school district have to do to make MCL possible

  11. Your ticket out the door . . . • Articulate the MCL vision . . . tell others about it. • Be clear about today’s learner. • Understand the impact of today’s technology. • Know what is required to be “ready for MCL rollout.” • Leave being an advocate for some form of Customized Learning. • Commit to a “starter step.”

  12. Can we skip some things . . . . • Education must change . . . significantly! • Many things we used to do made sense . . . they don’t any more! • Technology is here to stay . . . it will is revolutionizing our profession! • Tinkering isn’t enough!

  13. And about International Comparisons . . . The USA is not a “catch up” country. We are a “leapfrogging” country. Face it, Singapore is better at being obsolete than we are!

  14. The “let’s get honest” question that we will ask all day: Are we doing this/making this decision based on . . . LEARNING, or on CONTROL?

  15. For the Secondary Principal, CONTROL is a good “MUST” thing! So, the question I will ask: “Can you implement the MCL Vision and remain in control of your school?”

  16. Learner Focus—it should drive everything! Who is it that is walking through our doors?

  17. Just a thought . . . . Who is walking through our school doors? Many/Most kids who walk through our doors are no longer “students.” Instead, they are “learners.” Learners who have ALWAYS lived in the Age of Empowerment. We must treat them as such . . . or continue to bore the hell out of them. I’m just sayin’ . . . .

  18. Talk a bit about this one: Who is the kid walking through our doors? How do they differ from when we were in school? If nothing else in our world had changed, would the “different kid” who walks through our door create a powerful need for changing how we do school?

  19. TECHNOLOGY: Technology to TRANSFORM SCHOOLS Technology to TRANSFORM THE STRUCTURE OF SCHOOLS Not Technology to REPLACE TEACHERS We will not THROW THE BABY OUT WITH THE BATHWATER

  20. The Industrial Age gave us MASS PRODUCTION The Information Age gave us MASS CUSTOMIZATION which in turn made The Age of Empowerment INEVITABLE

  21. Mass Customization . . . • Who is doing this for you now? Identify an organization/business that is effectively meeting your individual needs. • How do they do it? • How might we transfer what they do to education?

  22. Industrial Age Structures and Practices • A graded k-12 assembly line . . . everyone moves at the same pace • When there is a problem on the assembly line . . . students are moved to “rework” • A,B,C grades . . . some lemons come off of the line and we give them “Cs” • Time is the constant . . . quality learning is the variable • Our profession/industry is heavily unionized • School Districts are more “managed” than “led”

  23. Information AgeStructures and Practices • Transformational technology • Learning rate tailored to the individual learner • Learning style tailored to the individual learner • Learning interest/content tailored to the individual learner • Standard for mastery . . . the learner has mastered the outcome or “they are not finished yet” • Leaders create innovative future-focused organizational visions and manage toward their implementation

  24. HERE’S THE DIFFERENCE! INDUSTRIAL AGE Paradigm of “SCHOOL” INFORMATION AGE Paradigm of “LEARNING SYSTEMS” Specific Students can learn Specific Subjects in Specific Classrooms on a Specific Schedule in a Specific Way from a Specific Teacher Anyone can learn Anything from Anywhere at Any time in Any way from World Wide Experts

  25. ANYONEcan learn ANYTHING from ANYWHEREatANY TIME from WORLD-CLASS EXPERTS And now, in this Digital World, usingthe most TRANSFORMATIONAL TECHNOLOGIESandRESOURCESavailable toENHANCE theirPERSONAL INTERESTS and LIFE FULFILLMENT.

  26. BUT….in their “Reform-Driven” Schools…… SPECIFICSTUDENTS of a SPECIFICAGE must learn SPECIFICTHINGSon a SPECIFICSCHEDULEin a SPECIFICCLASSROOMfrom a SPECIFICTEACHER using SPECIFICMATERIALS and METHODS so that they can pass SPECIFICTESTS on SPECIFICDATES ……and only then will THE SYSTEM call them “OK.”

  27. Cross-Industry Borrowing for the Empowerment Age Delivery System • GOOGLE / BING / WIKIPEDIA ...…for the Content • BLACKBOARD …………………..….forCurriculum, Instruction, Coordination • iTUNES ……………………….............forAccessing Online Learning • NETBOOKS or iPADS ……...….…....forAccessing the World’s Information • ATT / VERIZON………………….…..forRecordkeeping and Reporting • MICROSOFT CALENDAR……....…forScheduling and Coordination • YOUTUBE…………………….…........forElectronic Portfolios • WALMART BAR CODE……….....….forTracking Students • AMAZON.COM………………..……..for Profiling Learning Styles and Interests • FACEBOOK……………….…….……forStudent and Teacher Networking • APPLE / DROID APPS………..…..…forALMOST ANYTHING

  28. “Inevitable: Mass Customized Learning” The title states the challenge and the opportunity. The world IS customizing services and products for the individual. Education WILL BE customized to individual learners . . . it IS INEVITABLE The question is: Will educators customize learning or will Apple Folks do it?

  29. Let’s talk technology . . . What scares you/us most about technology’s heavy influence on schools and learning? What major contributions will technology make to learners and schools?

  30. The Inevitable: MCL Vision is “AN INSIDE JOB!”

  31. The BIG QUESTION -- Do you think that education is going to get better if we continue in our old Industrial Age paradigm?

  32. About Learner Motivation: • (from: Getting Smart: How Digital Learning is Changing the World) • Tom Vander Ark • When you visit high schools, it’s striking to note the difference in affect and energy between hallways and classrooms. • Boredom may be the greatest challenge we face.

  33. We have not served the “fast runners” well . . .

  34. Many people who are intelligent believe that they are not.

  35. Intrinsic Learner Motivators: • I find the content interesting.(better if “I chose it because it is very interesting.”) • It fits the way I learn.(better if “I was given alternative ways to learn . . . I learn best through video.”) • Ithits my learning level. (better if “It will be a challenge, but I think I can learn it.”) • Mass Customized Learning can do ALL THREE.

  36. Students are not engaged in their learning and are misbehaving; teachers feel they are losing control . . . you are the Principal. • What mindset do you bring to the analysis of this problem? • Is it, “How can we create policies, rules, and practices that will help teachers control their classrooms?” • Or, is it “What can we do to create the conditions that will motivate students to want to learn?”

  37. If you’re thinking “what would motivate students” . . . THINK: • Meeting readiness level . . . That is, the learner has the prerequisite learnings. • Letting students determine the content . . . That is, students are interested. • Letting students select the learning mode . . . That is, it fits the student’s learning style. MCL does all of these . . . our present structure does none of these.

  38. The case for INTRINSIC MOTIVATORS. . . (find them at your nearest MCL system) EXTRINSIC MOTIVATORS INTRINSIC MOTIVATORS come from the outside…. and foster compliance come from the inside…. and foster commitment come in the form of rewards and punishments come in the form of freedom and personal fulfillment cause learners to do what we want them to do allow learners to do what is meaningful and purposeful Learners tend to stop doing things when the Extrinsic Motivators are stopped Intrinsically motivated learners tend to become Life-Long Learners Let me think now . . . does this have implications for us??

  39. The Inevitable: MCL Vision from a Teacher’s Perspective (Today, Teacher Learning Facilitator)

  40. Role of the Learning Facilitator (teacher) • Facilitates the learning of 12-15 learners. • Engages and inspires each learner. • Guides the progress and development of each learner. • Develops, monitors, and supervises learner activities. • Ensures that all learners can effectively use the system’s learning • tools to accomplish their outcomes. • Creates and delivers seminars that allow learners to accomplish • complex learner outcomes. • With other Learning Facilitators, continuously improves • the learner experience and the success of the learning community.

  41. Role of the Learning Coach • Advises and mentors12-15 learners. • Examines options and expectations for each learner. • Creates, monitors, and revises a learning plan for each learner • connected to the learner’s needs, style of learning, interests, and • vision for his/her future. • Analyzes the learner’s progress on his/her learning plan. • Communicates among the learner, parents, and the learning • community (school). • With other Learning Coaches, adjusts the programs and procedures • in the Learning Community to meet the ever-changing needs of • their learners.

  42. The Inevitable: MCL Vision from a Learner’s Perspective (Lori’s Dad plays a “bit part.”)

  43. How is this specific learner outcome best learned . . . some options • Online • Interactive seminar • Lecture with Q & A • Reading/Viewing • Project • Lab • Mentor/Shadowing • Etc.

  44. Creating a 60-day Customized Learning schedule for Lori • A conversation between Lori, a 14-year-old learner, and her father/mother • Assuming that the Learning Community has created the Information Age infrastructure . . . e.g., curriculum as outcomes, learning opportunities online, etc. • Lori is a rather responsible, self-directed learner . . . but a teenager! • Lori has a Learning Coach who is employed by the Learning Community • What if Lori were not a responsible, self-directed learner • What if Lori did not have access to a computer at home

  45. Lori does her schedule MCL A conversation between Lori, a 14-year-old learner and her father • Likes pop music, athletics, math, technology…and Christopher. • Is a rather responsible, self-directed learner….but a teenager! • Attends a Learning Community (formerly called a school) that has • created the Information Age infrastructure for Mass Customized • Learning. • Her “Personal Learning Interests/Essential Questions” (generated • with her Learning Coach) are: • - Economics in the Music World • - How Does the Stock Market Work? • - Basic Psychology: Why do we say and do what we do? • - Politics: What do Conservatives believe and how do they tend to behave? What do Liberals believe and how do they tend to behave?

  46. The “to do” list to pull it off . . . The School System has: • Derived a Strategic Design • Written curriculum as Learner Outcomes • Categorized Learner Outcomes by Learning Format • Created and placed Online Learning Outcomes online • Created Seminars for those Learner Outcomes requiring an interactive Seminar format • Designed and implemented Scheduling Technology for Individual Learners • Designed and implemented ePortfolio Technology for Individual Learners • Designed and implemented Accountability Technology for Administration

  47. Learner Portfolios as MCL Management System • iTunes is to Apple . . . as eLearner Portfolios are to MCL • Did Apple know what they had when they created iTunes • ePortfolios(ePs) as documentation of individual LO mastery • But also, ePs as real-time communication with parents • ePs as real-time grouping of learners with similar needs • In aggregate, ePs as data for continuous improvement/TQM • In aggregate, ePs as organizational accountability (goals, data, reports) • Allows for access to data at any time and from any place for those “with a need to know”

  48. Interpersonal Communications Interpersonal Relationships Career Options that Fit Me My Beliefs and Values: Identification and Evaluation Diversity: The Problems and the Potential Creating and Defending Your Business Plan Budgeting . . . Time and $$$$ Branding, Marketing, and Propaganda Economic Systems: Capitalism, Socialism, & Communism Democracy and the History of the United States Lewis and Clark and Westward Expansion Example SEMINARS (Designed from your Strategic Direction and your Learner Outcomes. Scheduled very much like our best universities now schedule classes)

  49. Lori’s Scheduling Sequence: From the least flexible to the most flexible. 1. Team Sports/Music (e.g., Gymnastics/Band) 2. Seminars (e.g., Interpersonal Communications) 3. Coop Learning Online (e.g., Math online learning with three friends) 4. Laboratories (e.g., Science) 5. Personal Learning Interests (e.g., Economics of the music world) 6. Personal Online Learning Outcomes (e.g., Math/US History)

More Related