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- 1. Integration and Integrity: Higher Education in the New Learning Ecosystem Randy Bass (Georgetown University) University of California System Conference Creating Equitable Education for California’s Undergraduates January 5, 2017
- 3. “We are giving them a bridge to successfully finish their degree through contextualized math content and exposure to psychological interventions that improve their attitudes towards math and learning.” Connected to revised core competencies: o Inquiry o Global Learning o Integration StatWay implemented at LaGuardia CC Milena Cuellar, Statway in one term National Forum Pathways Program. Carnegie Foundation. SF 2014 Dev. Math + College-level Stats ALEKS (adaptive tools) Whole learner Complex problems, such as Food Justice and Climate Change
- 4. What is this case a case of? Data analytics > adaptive learning As much about the affective as cognitive Alignment with ambitious larger outcomes Focused on inquiry and integration, not merely skills and completion “REBUNDLING”
- 6. How do we make a robust and meaningful education equitably available to everyone?
- 7. Shift from digital tools to learning ecosystem. Four ways to reframe the conversation Shift from unbundling to rebundling. In a rebundled higher education, the concept of the whole person is key. Put new digital capacities in service of HE’s greater purposes.
- 8. External Forces of Potential Disruption Skill-based Learning Data Analytics / Adaptive Learning Open Online Courses Public Funding Accountability Expanded access
- 9. Data Analytics / Adaptive Learning Skill-based Learning Open Online Courses The Onrushing Digital Revolution Scale Automate Reduce instructional costs
- 11. Technology, Integration, Learning & Success MOOCS & Student Success CUNY’s ASAP program The power of “high touch” guided pathways for new majority students Hansen and Reich, “Democratizing Education: Examining access and usage patterns in massive online courses.” Science, December 2015.A growing body of research on the importance of connection, purpose and attention to the whole student.
- 12. Purdue-Gallop Poll on Engaged Work and Flourishing Two most important predictors of success: 1) Adult mentor who cared about you 2) Sustained project
- 13. Purdue-Gallop Poll on Engaged Work and Flourishing 64% I had a professor who made me excited about learning. 27% Professor cared about me as a person. 22% A mentor who encouraged my goals and dreams. 14% had all three.
- 14. Purdue-Gallop Poll on Engaged Work and Flourishing 32% A long term project that took a semester or more to complete. 30% Internship or job where applied learning. 20% Extremely involved in extracurricular activities or organizations. %6 of all graduates
- 15. Don Harward, President Emeritus, Bates College “All too many institutions of higher education -- and even proponents of liberal education -- are off-course, addressing only narrowly academic means and strategies rather than the integrated goals and ends that matter to our students and to our democracy. As a result, many of our institutions risk becoming complicit in the troubling patterns of student disengagement.”
- 16. Bad Combination: Narrow academic aims in silo’d environments + narrow (commodified) version of the digital
- 17. The great tension of our time in education is between integration and dis-integration .
- 18. Two paradigms of education Integrative (bundled, holistic, coherent): Curricular & co-curricular conceived as part of a whole Knowledge, skills & dispositions Connections & integration Design of learning experiences for whole person development Disintegrative (unbundled): Design of discrete or granular learning experiences Elementary and discrete competency-based learning Learning decoupled from formal boundaries Analytics that track narrow or micro learning
- 19. Two paradigms of education Integrative (bundled, holistic, coherent): Disintegrative (unbundled): Design of discrete or granular learning experiences Elementary and discrete competency-based learning Learning decoupled from formal boundaries Analytics that track narrow or micro learning
- 20. Two paradigms of education Integrative (bundled, holistic, coherent): Curricular & co-curricular conceived as part of a whole Knowledge, skills & dispositions Connections & integration Design of learning experiences for whole person development Disintegrative (unbundled):
- 21. Two paradigms of education Integrative (bundled, holistic, coherent): Curricular & co-curricular conceived as part of a whole Knowledge, skills & dispositions Connections & integration Design of learning experiences for whole person development Disintegrative (unbundled): Design of discrete or granular learning experiences Elementary and discrete competency-based learning Learning decoupled from formal boundaries Analytics that track narrow or micro learning
- 22. Rebundling: Toward a New Synthesis Disintegrative (unbundled): Design of discrete or granular learning experiences Elementary and discrete competency-based learning Learning decoupled from formal boundaries Analytics that track narrow or micro learning Integrative (bundled, holistic, coherent): Curricular & co- curricular conceived as part of a whole Knowledge, skills & dispositions Connections & integration Design of learning experiences for whole person development Disintegrative in service to the integrative
- 23. What does rebundling mean for institutions? Generate structural variation-–beyond standard size and length courses Creating Redefine boundary between curriculum an co- curriculum Creating integrative platforms over time and space Connecting silo’d structures
- 24. Design Principles: a Vision worth Working Toward Learner-centered Networked Integrative Adaptive
- 25. Design Principles for a Rebundled Institution Learner-centered Do your learning environments support engagement in the context of empowerment and ownership of learning?
- 26. What is this case a case of? Data analytics > adaptive learning As much about the affective as cognitive Alignment with ambitious larger outcomes Focused on inquiry and integration, not merely skills and completion “REBUNDLING”
- 27. Habitable Worlds – Online Course at Arizona State University “In Habitable Worlds, you won’t just learn a bunch of facts. You’ll have to learn how to think like a scientist, confronting what we don’t know, learning how to use logic and reason to cope with uncertainty….” Prof. Ariel Anbar Engagement at scale
- 28. Design Principles for a Rebundled Institution Learner-centered Do your learning environments support engagement in the context of empowerment and ownership of learning? Whole person education, equitably available to everyone.
- 29. Educating the whole person? “formation” Dispositions: Learning to learn Critical thinking Creativity Curiosity Resilience Empathy Humility Ethical Judgment Striving to cultivate a balanced person, with intellectual, affective, imaginative and reflective capacities. Knowledge + Skills + Dispositions (+ Values) “HARD SKILLS” Design environments where they are more likely to be cultivated. Unscripted contexts, guided inquiry and experience. “High-impact practices.”
- 30. Design Principles for a Rebundled Institution Learner-centered Do your learning environments support engagement in the context of empowerment and ownership of learning? Networked Do your systems and practices maximize community, mentorship and partnerships across boundaries?
- 31. E2Coach
- 32. Georgia State University 2003 32 % Six-year Graduation Rates 2014 54 % 2003 31 % Pell Eligible 2013 58 % Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State University” Ithaka S&R, April 23, 2015 Learning Communities Peer tutoring Summer Success Academy Structurally connected admissions, advising, registrar, financial aid, and institutional research
- 33. Design Principles for a Rebundled Institution Learner-centered Do your learning environments support engagement in the context of empowerment and ownership of learning? Networked Do your systems and practices maximize community, mentorship and partnerships across boundaries? Integrative Are your systems and practices serving to help maximize connections and coherence?
- 34. text title How can we help students put their signature work in a larger and more integrative context? ePortfolio as a vital, longitudinal and integrative learning process
- 35. Addressing the Whole Student Purposeful Self-Authorship Advisement & Academic Planning Connecting w/ Faculty & Students External Audiences Learning Across Disciplines Learning Across Semesters Formal Academic Curriculum Co-Curricular & Lived Experiences Students’ Integrative ePortfolio Practice
- 36. Claim # 1: ePortfolio initiatives advance student learning & success. Helping students reflect on & connect their learning across academic, co- curricular and community-based learning experiences, sophisticated ePortfolio practices correlate with higher levels of student success, as measured by pass rates, GPA and retention. 40 42 44 46 48 50 52 54 56 58 60 2009-10 Academic Year Comparison Courses 49.4% ePortfolio Courses 58.3% LaGuardia CC High Pass Rates (C & up)
- 37. ePortfolio integrated into Metro Health Academies, an SFSU learning community project for high-risk students Metro Academy, First Year/First Time Students All SFSU First Year/ First Time Students 1 Yr Retention Rate 90.0% 79.3% 3 Yr Retention Rate 79.0% 60.0% 4 Yr Grad’n Rate 24.6% 14.9%
- 38. Tunxis Community College 52.7% 60.9% 66.2% 71.4% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% No ePortfolio Courses 1 ePortfolio Course 2 ePortfolio Courses 3 ePortfolio Courses Spring to Fall Retention Rates
- 39. Building my ePortfolio Agree/ Strongly Agree Helped me make connections between ideas 75.6% Helped me think more deeply about course content 64.4% Allowed me to be more aware of my growth & development as a learner 69.3% My (ePortfolio-enhanced) course engaged me in… Quite a Bit/ Very Much Synthesizing & organizing ideas, information or experiences in new ways 83.1% Applying theories or concepts to practical problems or in new situations 77.2% My course contributed to my knowledge, skills and personal development in understanding myself 78.6%
- 40. ePortfolio as a high-impact practice
- 41. Building my ePortfolio helped me to make connections between ideas… 37.6 82.3 49.1 89.2 0 20 40 60 80 100 Low Instructor Feedback High Instructor Feedback Low Student Feedback High Student Feedback % Agree/Strongly
- 42. Design Principles for a Rebundled Institution Learner-centered Do your learning environments support engagement in the context of empowerment and ownership of learning? Networked Do your systems and practices maximize community, mentorship and partnerships across boundaries? Integrative Are your systems and practices serving to maximize connections and coherence? Adaptive Are your systems and practices supporting the critical capacities of institutions for improvement and agile innovation?
- 43. Assessment FOR Student, Faculty & Institutional Learning Ground assessment in the authentic work of faculty & students. Digital systems can help to make student learning visible
- 44. Assessment that empowers everyone MACRO: Systems, regions, collaborations MESO: Institutional MICRO: Data collected at the level of the individual user Student level (empowerment) Faculty & Designers (interpretive) Institutional (empirical) Ruth Deakin Crick and Simon Buckingham Shum
- 46. Assessment that empowers everyone MACRO: Systems, regions, collaborations MESO: Institutional MICRO: Data collected at the level of the individual user Student level (empowerment) Faculty & Designers (interpretive) Institutional (empirical) Ruth Deakin Crick and Simon Buckingham Shum eP makes learning visible at all 3 levels
- 47. Design Principles: a Vision worth Working Toward Learner-centered Engagement & Empowerment Networked Community, mentorship & partnerships Integrative Connect what has not been connected Integration from the inside out Adaptive Institutional learning
- 48. First closing thought… It takes a systems approach.
- 49. Georgia State University 2003 32 % Six-year Graduation Rates 2014 54 % 2003 31 % Pell Eligible 2013 58 % Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State University” Ithaka S&R, April 23, 2015 Learning Communities Peer tutoring Summer Success Academy Structurally connected admissions, advising, registrar, financial aid, and institutional research
- 50. Georgia State University Martin Kurzweil and Derek Wu, “Building a Pathway to Student Success at Georgia State University” Ithaka S&R, April 23, 2015 “Indeed, no single initiative is responsible for the dramatic gains at GSU; the university’s improvement represents the accumulated impact of a dozen or more relatively modest programs. As it turns out, the recipe for GSU’s success is not a particular solution, but rather a particular approach to problem-solving.”
- 51. Design Principles > Systems Theory Learner -Centered for engagement and empowerment Networked promote social community, mentorship and partnerships. Integrative connect what has typically not been connected; integration from the inside out. Adaptive promote Institutional learning
- 52. Second closing thought… This is about integrity.
- 53. Design Principles > Systems Theory Learner -Centered for engagement and empowerment Networked promote social community, mentorship and partnerships. Integrative connect what has typically not been connected; integration from the inside out. Adaptive promote Institutional learning
- 54. Jack DeGioia, President, Georgetown Three interlocking and inseparable elements of the University: • Formation of students • Knowledge-creation through scholarship and research • Public Good and the Common Good
- 55. Jack DeGioia, President, Georgetown Three interlocking and inseparable elements of the University: • Formation of students • Knowledge-creation through scholarship and research • Public Good and the Common Good “These several competing visions of true purpose, each relating to a different layer of history, a different web of forces, cause much of the malaise in the university communities today. The university is so many things to so many different people that it must of necessity, be partially at war with itself.” Clark Kerr
- 56. Shift from digital tools to learning ecosystem. Four ways to reframe the conversation Shift from unbundling to rebundling. In a rebundled higher education, the concept of the whole person is key. Put new digital capacities in service of HE’s greater purposes. New ways to act with integrity.
Hinweis der Redaktion
- That design question—what would it look like if we were designing higher education at this moment in history—is one of the questions that we ask in a piece we just published with AACU. Perhaps the most important version of that design question is how do we make a whole person education equitably available to everyone? To do that we have to shift the conversation from unbundling to rebundling. So we’ll explain what we mean by both of these things in the current context. And then we’ll address what we see as eP’s role in the rebundling of higher education. So first, what is the context and the conversation that we are hoping to reframe?
- We could be writing a different narrative. There is sufficient capacities in the emerging ecosystem to support a robust vision of liberal education.
- How to guide how they combine? Core elements
- How do we think about digital tools and environments, and their surrounding practices, as ways of maximizing the distinctive value of institutions: C & U’s are “learner-centered” in a very particular way. The first principle is learner-centered. Are your environments not only helping students to learn knowledge and skills but are they designed to help empower in the broadest ways that universities strive to do? >A key part of that empowerment is that we don’t just educate individuals isolation but as members of communities, through social learning, and with the support of mentors. The second principles is that we think in networks, maximizing opportunities for community inside the institution and between the institution and beyond. Supporting learning that is at core not an individual model, either of learning or of teaching. third, Universities and colleges are distinctive because they are complex and diverse. They have a density of talent and myriad connections that hold them together. Are your systems and practices maximizing that through giving students the opportunities to make connections and for them to create coherence? Finally the great advantage of institutions is their critical capacities that they turn on everything but not always themselves. The fourth is that institutions need to be adaptive
- How do we think about digital tools and environments, and their surrounding practices, as ways of maximizing the distinctive value of institutions: C & U’s are “learner-centered” in a very particular way. The first principle is learner-centered. Are your environments not only helping students to learn knowledge and skills but are they designed to help empower in the broadest ways that universities strive to do? >A key part of that empowerment is that we don’t just educate individuals isolation but as members of communities, through social learning, and with the support of mentors. The second principles is that we think in networks, maximizing opportunities for community inside the institution and between the institution and beyond. Supporting learning that is at core not an individual model, either of learning or of teaching. third, Universities and colleges are distinctive because they are complex and diverse. They have a density of talent and myriad connections that hold them together. Are your systems and practices maximizing that through giving students the opportunities to make connections and for them to create coherence? Finally the great advantage of institutions is their critical capacities that they turn on everything but not always themselves. The fourth is that institutions need to be adaptive
- Whole person learning and the year of “open”? Open up understanding of what we mean by human development? Both what we understand to be the purposes and goals of higher education? And where we begin with our designs?
- How do we think about digital tools and environments, and their surrounding practices, as ways of maximizing the distinctive value of institutions: C & U’s are “learner-centered” in a very particular way. The first principle is learner-centered. Are your environments not only helping students to learn knowledge and skills but are they designed to help empower in the broadest ways that universities strive to do? >A key part of that empowerment is that we don’t just educate individuals isolation but as members of communities, through social learning, and with the support of mentors. The second principles is that we think in networks, maximizing opportunities for community inside the institution and between the institution and beyond. Supporting learning that is at core not an individual model, either of learning or of teaching. third, Universities and colleges are distinctive because they are complex and diverse. They have a density of talent and myriad connections that hold them together. Are your systems and practices maximizing that through giving students the opportunities to make connections and for them to create coherence? Finally the great advantage of institutions is their critical capacities that they turn on everything but not always themselves. The fourth is that institutions need to be adaptive
- How do we think about digital tools and environments, and their surrounding practices, as ways of maximizing the distinctive value of institutions: C & U’s are “learner-centered” in a very particular way. The first principle is learner-centered. Are your environments not only helping students to learn knowledge and skills but are they designed to help empower in the broadest ways that universities strive to do? >A key part of that empowerment is that we don’t just educate individuals isolation but as members of communities, through social learning, and with the support of mentors. The second principles is that we think in networks, maximizing opportunities for community inside the institution and between the institution and beyond. Supporting learning that is at core not an individual model, either of learning or of teaching. third, Universities and colleges are distinctive because they are complex and diverse. They have a density of talent and myriad connections that hold them together. Are your systems and practices maximizing that through giving students the opportunities to make connections and for them to create coherence? Finally the great advantage of institutions is their critical capacities that they turn on everything but not always themselves. The fourth is that institutions need to be adaptive
- How do we think about digital tools and environments, and their surrounding practices, as ways of maximizing the distinctive value of institutions: C & U’s are “learner-centered” in a very particular way. The first principle is learner-centered. Are your environments not only helping students to learn knowledge and skills but are they designed to help empower in the broadest ways that universities strive to do? >A key part of that empowerment is that we don’t just educate individuals isolation but as members of communities, through social learning, and with the support of mentors. The second principles is that we think in networks, maximizing opportunities for community inside the institution and between the institution and beyond. Supporting learning that is at core not an individual model, either of learning or of teaching. third, Universities and colleges are distinctive because they are complex and diverse. They have a density of talent and myriad connections that hold them together. Are your systems and practices maximizing that through giving students the opportunities to make connections and for them to create coherence? Finally the great advantage of institutions is their critical capacities that they turn on everything but not always themselves. The fourth is that institutions need to be adaptive
- How might we think of this as a systems theory? And what is the role of ePortfoio in this? All of these design principles are about relationships and connections. Learner-centered expresses the relation of the learner to the material, and in many ways to learning itself. eP then is principally about engagement and empowering students to see their own learning and to own it. But learning, knowledge-creation and practice is ultimately about others. So the learner must always be learning about him or herself in relationship to others. So networked expresses this fundamentally relational nature of learning and the necessity to learn within a community. eP promote social pedagogies in this context and help students negotiate the porous boundaries esential to living in a networked world. Both “learner-centered” and “networked” are about the learning and the learner. The other two principles shift outward to the nature of the institution. The design principle of an integrative institution then carries the imperative to connect what has not been connected. And it implies the principle that we cannot provide an integrative education for our students if we are not ourselves developing more integrative institutions. Finally, the fourth principles ties all of the other three principles together, suggesting that unless we are taking advantage the capacities of the new ecosystem to enable us to see the evidence of learning and to make use of it in continuous improvement of our institutions, then we will likely not be able to achieve the first three principles with any kind of transformative success.
- How might we think of this as a systems theory? And what is the role of ePortfoio in this? All of these design principles are about relationships and connections. Learner-centered expresses the relation of the learner to the material, and in many ways to learning itself. eP then is principally about engagement and empowering students to see their own learning and to own it. But learning, knowledge-creation and practice is ultimately about others. So the learner must always be learning about him or herself in relationship to others. So networked expresses this fundamentally relational nature of learning and the necessity to learn within a community. eP promote social pedagogies in this context and help students negotiate the porous boundaries esential to living in a networked world. Both “learner-centered” and “networked” are about the learning and the learner. The other two principles shift outward to the nature of the institution. The design principle of an integrative institution then carries the imperative to connect what has not been connected. And it implies the principle that we cannot provide an integrative education for our students if we are not ourselves developing more integrative institutions. Finally, the fourth principles ties all of the other three principles together, suggesting that unless we are taking advantage the capacities of the new ecosystem to enable us to see the evidence of learning and to make use of it in continuous improvement of our institutions, then we will likely not be able to achieve the first three principles with any kind of transformative success.
- The concept of formation in the Jesuit tradition is at the heart of an education dedicated to shaping students to be fully human and to cultivate a sense of personal responsibility for improving the world. Formation is not just about those ancillary aspects of education that layer onto academic or cognitive development. Formation is fundamentally about the goal of integration, of striving to cultivate a balanced person, with intellectual, affective, creative and reflective capacities. Formation is also fundamentally a learner-centered concept; it is not only about transmission of knowledge but also what the student or learner makes of all the shaping influences that are provided as part of the environment. This is how, for example, formation is used in the context of professional or practitioner education, as the fullest sense of professional identity. In both the Jesuit tradition and practitioner education, formation is ultimately about how one embodies knowledge, traditions, and values—and expresses them through practice. See The Formation of Scholars: Rethinking Doctoral Education in the 21st Century (Jossey-Bass, 2008) and related Carnegie studies of the professions.
- The concept of formation in the Jesuit tradition is at the heart of an education dedicated to shaping students to be fully human and to cultivate a sense of personal responsibility for improving the world. Formation is not just about those ancillary aspects of education that layer onto academic or cognitive development. Formation is fundamentally about the goal of integration, of striving to cultivate a balanced person, with intellectual, affective, creative and reflective capacities. Formation is also fundamentally a learner-centered concept; it is not only about transmission of knowledge but also what the student or learner makes of all the shaping influences that are provided as part of the environment. This is how, for example, formation is used in the context of professional or practitioner education, as the fullest sense of professional identity. In both the Jesuit tradition and practitioner education, formation is ultimately about how one embodies knowledge, traditions, and values—and expresses them through practice. See The Formation of Scholars: Rethinking Doctoral Education in the 21st Century (Jossey-Bass, 2008) and related Carnegie studies of the professions.