26th Annual Management Information Systems [MIS] Conference

1. 26th Annual Management Information Systems [MIS] Conference SEA-Supported, CEDS-Aligned, blended, personalized learning, “Big Data” Future...and YOU [Concurrent Session I-A -- Wednesday, February 13, 2013 10:15–11:15 Colonial] Bill Huennekens, Washington Office of Superintendent of Public Instruction Lee Rabbitt, Rhode Island Department of Education Jim Goodell, Quality Information Partners – CEDS K-12 Facilitator Are you ready for the shift to SEA supported data use by teachers, parents, and students for personalized learning? How about the shift from traditional models of instruction to blended and virtual? How about the shift from seat-time-based-course-scheduling to mastery learning? Are you ready for the shift to micro-standards and mining of big sets of micro-data? Develop a vision for your future role supporting data-for-action at the state or local level in this changing education landscape. .

3. Are you ready for data use by teachers, parents, and students for personalized learning?

4. Session learning objectives • 5 design principles for next generation schools • 4 Challenges for SEA new role • CEDS version3updates to support personalized learning • 2 badges YOU can earn • The 1most important technology enabler for mastery-based, student-centric learning

5. Post session challenge ?

6. SEA as service provider to support student learning • In WA we need to figure out the role of the SEA in this effort. • Intend to engage stakeholders in a discussion on priorities and next steps, so we need to know: • What SEA supported data use by teachers, parents, and students for personalized learning is occurring? • What else are states doing in this domain?

7. The Vision in WA

8. Rhode Island • Learning Management • Interim Assessment • RTI • Formative Assessment PD System • Data Use PD System • Growth Model Visualization Tool • Virtual Math Modules

9. CEDS v3 P-20W Time Organizations People Roles IP Access ProcessData Learning Resources Data elements to support personalized learning processes Roles include teachers, parents, and students

10. How about the shift from traditional models of instruction to blended and virtual?

11. 5design principles for next generation schools • Student Centered • Mastery-Based / Self-Paced • High Expectations • Student Ownership • Anywhere, Anytime Learning (blended/virtual)

12. Digital learning is… learning facilitated by technology that gives students some element of control over time, place, path and/or pace. • Time: Learning is no longer restricted to the school day or the school year • Place: Learning is no longer restricted within the walls of a classroom. • Path: Learning is no longer restricted to the pedagogy used by the teacher. • Pace: Learning is no longer restricted to the pace of an entire classroom. (adapted from: http://digitallearningnow.com/wp-content/uploads/2011/10/Roadmap-for-Reform-.pdf) (from: http://digitallearningnow.com/wp-content/uploads/2011/10/Roadmap-for-Reform-.pdf)

13. Changes at school level for competency-based learning • Roles • Schedule • Practices • Physical environment • Organizational culture

14. The 1most important technology enabler for competency-based education • Formative feedback data • …WHY?

15. Traditional scope and sequence… Fixed Inputs: Learning Standards, Curriculum, Scope and Sequence(Time) Instructional Decisions Class Fixed Inputs: Instruction Plans, Activities, Pedagogy Variable Outputs: Student Learning is variable

16. Formative Assessment Process CEDS v3 Formative Assessment real-time (during instruction) or near-real-time (e.g. daily) measurement of learner mastery of specific competencies Descriptive Feedback & Scaffolding Formative Feedback Loop Variable Inputs: gap in understanding Determine the nature of misunderstanding and adjust current status evidence Learner INPUTS OUTPUTS - + Fixed Outputs: reference Variable Inputs: Fixed Inputs: Student Learning (time is the variable) Learning Standards Learning Progressions Curriculum Current Learning Goals Criteria for Success Unit & Lesson Plans Instruction, Activities, Practices Self/peer assessment& shared ownership

17. Are you ready for the shift to micro-standards and mining of “Big” sets of micro-data?

18. 4Challenges for SEA new role • Bigger data sets • Scaled Infrastructure • 24/7 • Support

19. “Big Data” • “Big Data” “tends to be operational in nature and is characterized by large volumes, high velocity, and a variety of formats, including structured, unstructured and semi-structured.”(Soares, Sunil. Big Data Governance An Emerging Imperative. 2012. Page xxii.) • Business is beginning to realize the benefits of “Big Data” analysis and we need to recognize these benefits as well. CEDS puts our community in a position to do that.

20. Micro-transaction data = "Big Data" • Transactional data for mining • Transactional data for instructional feedback example: Data is fictitious.

21. CEDS elements to standardize “big data” CEDS v3 . Click-stream data 

22. Micro-data to micro-identifiers CEDS v3

23. Infrastructure to scale personalized learning • Services based architectures • Web scale vs. enterprise scale • Open identity management • My data See: http://www.ofthat.com/enterprise-scale-is-not-web-scale.html

24. Synergy between initiatives Purpose Approach Encoding Common Education Data Standards (CEDS) Common Vocabulary CEDS v3 Other initiatives to watch: Cross-state data sharing, e.g. SEEDE

25. 2 Badges

26. The old model: You get credit for showing up… The “Seat Time” badge. Get a claim ticket before you leave.

27. Post-session challenge, earn the mastery-learning badge Join the LinkedIn group “Data for Learning” to find out how.

29. For more information, visit: http://ceds.ed.gov

30. CONTACTS: • Bill Huennekens • Bill.Huennekens @ k12.wa.us Lee Rabbitt • Lee.Rabbitt @ ride.ri.gov • Jim Goodell JimGoodell @ qi-partners.com