Learning Strategies in 2012+
By Tom McDonald, McDonald Sales and Marketing, LLC., 1/6/12
You also may find “Supporting Articles Validating the Urgent Need for Education Reform” Pages 1-5 interesting
Bill Brandon, in Learning Solutions Magazine, does a very nice job of identifying the new learning strategies in his 12/30/11 article
The new long term, learning model is below, with additional, supporting, documentation. Those that come closest to this new, truly personalized, disruptive, learning model, will achieve individual, critical, learning , transfer, successful application, behavior change and adaptive reasoning skills, consistent with strategic individual/organizational objectives, in the shortest individual time possible (think differentiated instruction and differentiated reinforcement).
Those that hang on to the traditional one to many ‘sage on the stage’ approach (think event based lecture) will be left behind.
The New Long term, Learning Model:
(1) Instructor facilitated, truly personalized, learning methodology, over time, (2) With instructor facilitated, truly personalized, reinforcement, over time, (3) In an instructor facilitated, truly personalized blended learning environment, over time, (4) Supplemented by truly personalized learning technology.
Where individual long term, learning, = Instructor Facilitated, Appropriate: initial understanding, ongoing reinforcement, fluency/mastery, recall (eliminating forgetting), application, stick/behavior change, in the most effective and most efficient way possible
This key question still remains:
If individual learning, of critical must know information to fluency, in the shortest time possible, consistent with strategic organizational objectives is the new mandate, why are we not changing to embrace the new model? Here are some possible weak reasons against change…and some strong arguments for change.
(1) I’m integrating personalized learning and accelerated learning methodologies into my instruction…
…Spectacular! You are on the right path. Note that for affordable and scalable, differentiated instruction and differentiated reinforcement to occur (truly personalized learning), you need truly personalized learning technology. This will integrate research proven learning methodologies into your instruction as well as into your the learning software, empowering each participant with a consistent, personalized and customized learning plan, as well as individualized spacing, pacing and reinforcement over time (customized to each individual).
(2) There are so many ‘learning technology’ choices available. I don’t know where to start…
…There are lots and lots of ‘learning technology’ choices, but you will find very few of them offer truly personalized learning technology (TPLT). Ask these questions to narrow your focus to truly personalized learning technology: (a) Does your TPLT offer true differentiated learning and differentiated reinforcement? (b) Does your TPLT allow for the assessment of individual student learning gaps and then create a customized learning plan for each student specific to their individual learning gaps? (c) Does your TPLT allow you to monitor the learning progress of each individual participant? (d) Outline your TPLT individualized learning methodology. (e) Please send me the learning research theory & learning methodology that supports your TPLT learning platform. (f) Show me real examples of where your learning technology has advanced individual learning. (g) Can I see a demo of your TPLT where you demonstrate and explain your truely personalized approach?
Keep in mind that a one to many teaching methodology, (think lecture), individually delivered over cool technology, IS NOT personalized learning, nor is it truly personalized learning technology.
(3) The supporting/validating research is not there…
I. NMC Horizon (K-12)
II. Thomas B. Fordham Institute
- Digital Learning: A Working Paper Series from the Thomas B. Fordham Institute
- Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches
- Teachers in the Age of Digital Instruction
- School Finance in the Digital Learning Era
- How Should School Districts Shape Teacher Salary Schedules? Linking School Performance to Pay Structure in Traditional Compensation Schemes
III. SIIA-ASCD-CCSSO Symposium
IV. US Department of Education
- A Meta-Analysis and Review of Online Learning Studies, US Department of Education
- National Education Technology Plan 2010
- Study: Online Learning Outcomes Similar to Classroom Results
- The What Works Clearinghouse; Evidence for What Works in Education
- DRAFT: Promoting Grit, Tenacity, and Perseverance—Critical Factors for Success in the 21st Century
V. Center For Digital Education
- The Evolving Classroom
- Converge: 2012 Digital yearbook
- The Blended & Virtual Learning Frontier Special Report
- Specialty Classroom Technologies – A Special Report
VII. The Department for Education and Skills (DfES) – UK
- An Investigation of Personalized Learning: Approaches used by Schools; The Department for Education and Skills (DfES) commissioned the Universities of Sussex and Cambridge and the London Institute of Education to explore the personalised learning approaches used by schools in England.
VIII. Dr. Nish Sonwalkar (MIT)
IX. NMC Horizon (Higher Education)
- 2012 NMC Horizon Report on higher education
- 2012-2017 Trends and Challenges for AUS Tertiary Education
- 6 technologies to Watch in Higher Ed
- The Higher Education Short List of Emerging Technology
- 2013 NMC Horizon Report on higher education
X. University College Dublin; Geraldine O’Neill and Tim McMahon
XI. STAR, School Technology Action Report, by eSchool Media, Inc.
XII. Teach for America and The Carnegie Foundation for the Advancement of Teaching
- “Contextual Influences on Inquiries into Effective Teaching and their Implications for Improving Student Learning”; A Roundtable sponsored by Teach for America and The Carnegie Foundation for the Advancement of Teaching
XIII. The Gates Foundation
- “Primary Sources: 2012; Americas Teachers on the Teaching Profession“, a study by the Gates Foundation and Scholastic
- Bill Gates: My Plan to Fix The World’s Biggest Problems
- Bill Gates: Invest in better teaching
- 2013 Annual Letter
- In Memphis, Gates testing ways to give teacher quick feedback
XIIII. Speak Up and Project Tomorrow
- “Mapping a Personalized Learning Journey: K-12 Students and Parents Connect the Dots with Digital Learning”, From the Annual Speak Up Survey, which is facilitated by Project Tomorrow.
- Learning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers
XV. The National Comprehensive Center for Teacher Quality (TQ Center)
XVI. National School Boards Association
- ” Virtual Education Seen Lacking Accountability” says a report from the National School Boards Association
XVII. Alliance for Excellent Education
- “The Nation’s Schools Are Stepping Up to Higher Standards,” (November 2012)
- “Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning”, ( May 2012)
- Report Finds Economic Success Hinges on Education Equity
- Strengthening High School Teaching and Learning in New Hampshire’s Competency-Based System (January 2013)
- Project 24: State and District Level Planning for Progress
XVIII. International Society for Technology in Education (ISTE)
XVIX. Digital Learning Now!
- “10 Elements of High Quality Digital Learning“
- “Blended Learning Implementation Guide for Schools and Districts”
- “Funding the Shift to Digital Learning: Three Strategies for Funding Sustainable High-Access Environments”
- “Data Backpacks: Portable Records & Learner Profiles”
- “Getting Ready for Online Assessments”
- “The Shift from Cohorts to Competency”; An In-Depth Look at Competency-Based Education
- The second annual Digital Learning Report Card is out, grading significant policy decisions (on a state-by-state basis) which “are advancing student-centric reforms, reducing barriers to blended learning, and encouraging the use of technology to offer a more personalized college- and career-ready education.”
XX. The International Association for K-12 Online Learning (iNACOL)
- Report: Online learning needs quality assurance
- “Measuring Quality from Inputs to Outcomes: Creating Student Learning Performance Metrics and Quality Assurance for Online Schools”
XXI. Nesta, the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham
- Decoding Learning Report; [ Nesta commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world].
XXII. Data Quality Campaign
- TPACK 101: This video podcast describes the importance of integrating technological, pedagogical, and content knowledge into classrooms (TPACK)
XXIV. One-to-One Institute
XXV.Ventureramp, Jim Brazell, CEO
- Cyber Education: The Role of Technology in Education Transformation
- Jim Brazell presents why STEM (science, technology, engineering & Math), individual deep, long term, learning, transfer and application, is strategically important and makes a strong case for the need to integrate “college readiness” and “career readiness”
- Audio ( 60 minutes+)
- Supporting Power Point (148 slides to visually follow along to the audio)
XXVI. Hewlett Foundation
XXVII. Nellie Mae Education Foundation
- Making Mastery Work
XXVIII. Success Stories
- Elementary Schools:
- Secondary Schools:
- Unorthodox approach working for Reynoldsburg schools
- New study period paying dividends for high school
- Portland High School Reforms Show Promising Results
- Higher Education:
- Corporate Education and Adult Learners:
XXIX. The Campaign for Grade Level Reading
- How to Promote Literacy Skills in the Digital Age
XXX. Promethean Education Strategy Group
XXXI. University Ventures
XXXII. The Connected Learning Research Network
- The Digital Media and Learning Research Hub Reports on Connected Learning
- A Research Synthesis Report of the Connected Learning Research Network
XXXIII. The Wallace Foundation
- The School Principal as Leader: Guiding Schools to Better Teaching and Learning
- Districts Matter: Cultivating the Principals Urban Schools Need
XXXIV. The Sloan Consortium
- Blending In: The Extent and Promise of Blended Education in the United States
- The Report (March 2007)
- “Changing Course: Ten Years of Tracking Online Education in the United States”
XXXV. Innosight Institute; K-12 Blended Learning
- The rise of K-12 blended learning
- Profiles of emerging models
- Classifying K-12 blended learning
- Blended-Learning Universe beta
XXXVI. Alliance to Reform Education Leadership
- Operating in the Dark
- How Blogs, Social Media, and Video Games Improve Education
- Innovation Imperative: The Future of Higher Education
- Big Data for Education: Data Mining, Data Analytics, and Web Dashboards
- Harnessing Technology to Improve K-12 Education
- Learning from the Successes and Failures of Charter Schools
- Education Technology Success Stories
XXXVIII: American Institutes for Research:
- Deeper Learning
(4) Truly Personalized Learning Technology is not yet Available…
…This is simply not true. Truly personalized learning technology has been available since 2000, if not sooner.
(5) I’d like to first try this ‘new revolutionary learning approach’ I read about, or my colleague suggested, to see if I can better my learning outcomes…
…The only new learning approaches that you need to integrate, are the ones that solid learning research validate. The time for additional learning trial and error has come and gone.
(6) I’m using our current learning technology to create your recommended blended learning environment…
…Your current ‘learning technology’, more than likely, is either a content management system/knowledge management system (place to store and access one to many word docs, videos, pdf files – not really learning technology) and/or is a traditional one to many teaching delivery system. Either way, neither is a truly personalized learning approach, using truly personalized learning technology.
(7) Individual change is difficult…
…Yes it certainly is, but we are changing all of the time, in other chosen circumstances, to better our strategic outcomes. Aren’t we supposed to be focused on the learner and organizational strategic outcomes?
(8) I have no positive or negative incentive to change…
…Really? Your only motivation to make things better is outside motivation? What happened to your internal desire to make things better, simply because you can? Isn’t our focus on the learner and advanced learning outcomes, consistent with strategic organizational objectives?
(9) I’m not an early adopter. I’ll wait until the new learning approach has been specifically proven to advance learning in my defined world, possibly with one of my colleagues first…
…You want proven benefits delivered to you this way? Learning is learning. Advanced individual learning effectiveness and efficiency, with critical must know information, is bettered individual learning outcomes in any environment. There is ample, available, market proof that individual learning outcomes are advanced with this new personalized learning approach. Why not see for yourself what you are missing, as well as what your learners are missing?
(10) I don’t know how to…
…This is a realistic statement for anything new. You first need to read and understand everything you can about personalized learning, personal learning environments and the learning theory research that validates/verifies their effectiveness. You will then become an knowledgeable advocate. Learning technology providers, learning consultants and your innovative colleagues, can help you transition from the old teaching model to the new learning model.
Have I missed any other reasons to not change to the new learning model, along with parallel supporting arguments for change?
Please let me know. Tom
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