Jan 072012

Learning Strategies in 2012 – RESEARCH

RESEARCH that Directly Supports Classroom and Online Sustained, Student Success, Performance Improvement Outcomes

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…

… This is just not the case. There is more than adequate learning research validating this new approach, including documented, real learning advances:

I. Academy for Innovative Higher Education Leadership

II. Achieve


IV. Affective Neuroscience Laboratory   UW Milwaukee

V. Alliance for Excellent Education

  VI.  Alliance to Reform Education Leadership

VII. Ambient Insight Research

VIII. America Achieves

IX. American Association of Colleges for Teacher Education

X. American Association of Community Colleges

XI. American Educational Research Association

XII. American Institutes for Research (AIR)

XIII. American Journal of Psychiatry

XIV. Annie E. Casey Foundation

XV. Aspen Institute

XVI. Attendance Works

XVII. Australian Council for Educational Research (ACER)

XVIII. Australasian Society for Computers in Learning in Tertiary Education (ascilite)

XIX. BABSON SURVEY RESEARCH GROUP – in the Arthur M. Blank Center for Entrepreneurial Research at Babson College

XX. Barksdale Reading Institute (BRI)

XXI. Blended Learning Institute – BLU_; Formerly The Clayton Christensen Institute

XXII.  Brookings

XXIII.  Campaign for Grade Level Reading, The (Janz Ganz Cooney Center)

XXIV. Campus Compact

XXV. CAPA – The Global Education Network

XXVI. Center for Analysis of Post Secondary Education and Employment (capsee)

XXVII. Center for Community College Student Engagement – (CCCSE)

XXVIII. Center For Digital Education

XXIX. Center for Education Data and Research (CEDR)

XXX.  Center for Education Innovation (CEI) – Mississippi

XXXI. Center for Educational Innovation (CEI) – New York City

XXXII. Center for Education Reform

XXXIII. Center for Reinventing Public Education (CRPE)

XXXIV. Center For Secondary School Redesign (CSSR)

XXXV. Center On International Education Benchmarking (CIEB)

XXXVI. Century Foundation

XXXVII. Chronicle of Higher Education

XXXVIII. City and Guilds

XXXIX. Clayton Christensen Institute

XL. Commission on the Skills of the American Workforce

XLI. Community College Research Center –  (CCCR),  at Columbia University

XLII. Connected Learning Research Network, The

XLIII. Consortium For School Networking (CoSN)

XLIV. Council of Chief State School Officers – (CCSSO)

XLV. CREDO – Center for Research on Educational Outcomes at Stanford University

XLVI. Data Quality Campaign

XLVII. Deming Institute – The W. Edwards Deming Institute

XLVIII. Department for Education and Skills (DfES), The – UK

XLIX. Digital Clarity Group

L. Digital Education Research Network – (DERN); Managed by the Australian Council for Educational Research (ACER), see above

LI. Digital Learning Now!

  • “10 Elements of High Quality Digital Learning”
  • “Blended Learning Implementation Guide for Schools and Districts”
    • The Guide
  • “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 Paper
  • 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.”

LII. DJS Research

LIII. Driving Toward a Degree

LIV. Duke University


LVI. Edtech World Tour

  • Learning from Best Practices Around the World in Education Innovation
    • Beyond the Hype : Mapping Edtech Clusters and Creating Open-Source Resources for a Refined Understanding of the Global Ecosystem
      • What are the key components of an ecosystem that an edtech startup needs to thrive?

LVII. Education Northwest

LVIII. Education  Trust

LIX. Educational Psychologist

LX. Education Reform Now

LXI. Education Research Alliance of New Orleans

LXII. Educators4Excellence

LXIII. Edutopia

LXIV. Epic-ed

LXV. Evergreen Education Group; (kpk12.com)

LXVI. Facebook

LXVII. Fast Track Project

LXVIII.  Federation of American Societies for Experimental Biology

LXIX. Fordham Institute (Thomas B. Fordham)

LXX. Franklin Foundation

LXXI. Frontline Research and Learning Institute

LXXII. Gallup

LXXIII. Gates Foundation, The

LXXIV. General Assembly

LXXV. Generation Study Abroad (Part of Institute of International Education – IIE)

LXXVI. Harvard University, Graduate School of Education, Learning Innovations Laboratory (LILA)

LXXVII. Hewlett Foundation

LXXVIII. Indiana University School of Education

LXXIX. Information Technology and innovation Foundation (ITIF)

LXXX. Innosight Institute; K-12 Blended Learning (Now the Clayton Christensen Institute)

LXXXI. Institute for Higher Education Policy (IHEP)

LXXXII. Institute For Student Achievement

LXXXIII. Institute for Simulation and Training (IST) @ University of Central Florida (UCF)

LXXXIV.  Institutions of Higher Learning (IHL)

LXXXV. Institute of International Education – (IIE)

LXXXVI. International Association for K-12 Online Learning, The (iNACOL)

LXXXVII. International Society for Technology in Education (ISTE)

LXXXVIII. Inter-University Consortium for Political and Social Research (ICPSR)

LXXXIX. iPASS Initiative –Integrated Planning and Advising for Student Success (iPASS)

LC. Jobs for the Future

LCI. Johns Hopkins University

XCII. John William Pope Center

XCIIILumina Foundation

XCIV. Massachusetts Institute of Technology

XCV. MATHEMATICA Policy Research


XCVII. Miller Center – University of Virginia

XCVIII. Mindset Works

XCVIX. National Academic Advising Association (NACADA -Kansas State Universit

C. National Alliance for Public Charter Schools – (National Alliance)

CI. National Association of Charter School Authorizers (NACSA)

CII. National Association for College Admission Counseling (NACAC)

CIII.  National Association of Colleges and Employers (NACE)

CIV. NASPA – Student Affairs Administrators in Higher Education

CV. National Bureau of Economic Research

CVI. National Center for Analysis of Longitudinal Data in Education Research (CALDER)

CVII. National Center on Education and the Economy (NCEE)

CVIII. National Center for Inquiry and Improvement

CIX. National Center for Innovation in Education (University of Kentucky)

CXNational Center for Montessori in the Public Sector

CXI. National Commission on Teaching and America’s Future (NCTAF) and ConsultEd Strategists

CXII. National Comprehensive Center for Teacher Quality, The (TQ Center) > GTL @ AIR

CXIII. National Council on Teacher Quality (NCTQ)

CXIV. National Education Policy Center (NEPC)

CXV. National Institute for School Leadership (NISL)

CXVI. National Institutes of  Health

CXVII. National School Boards Association -NSBA (NBSA Center for Public Education)

CXVIII.  National Student Clearninghouse

CXIX. Nellie Mae Education Foundation

CXX. NerdWallet

CXXI. 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]

CXXII.  New America

CXXIII. Nish Sonwalkar (MIT)

CXXIV. NMC Horizon (Higher Education)

CXXV. NMC Horizon (K-12)

CXXVI. Northwestern University

CXXVII. One-to-One Institute; Project Red

CXXVIII. Online Learning Consortium (OLC)

CXXIX. Payscale

CXXX. Pell Institute

CXXXI. Penn State

CXXXII. Pew Research Center

CXXXIII. Proceedings of the National Academy of Sciences (PNAS)

CXXXIV. Public Agenda

CXXXV. Publications

CXXXVI. Programme for International Student Assessment – PISA (OECD)

CXXXVII. Promethean Education Strategy Group

CXXXVIII. Results School Districts

CXXXIX.  Review of Economics and Statistics

CXL. Riley Institute Furman University

  • About
    • ” Committed to nonpartisanship in all it does and to a rhetoric-free, facts-based approach to change”.

CXLI. School Improvement Network


CXLIII.  Sloan Consortium, The; Now OLC

CXLIV. Speak Up and Project Tomorrow

CXLV. Stanford University 

CXLVI. Students Matter

CXLVII. Success Stories

 CXLVIII. Teachers and Performance Based Pay

CXLIX. Teach for America and The Carnegie Foundation for the Advancement of Teaching

CL.  Telstra

CLI.  TES Global – TES

CLII. Tennessee Star Experiment

CLIII. Third Way

CLIV. Traditional Educations Traditional Arguments as to Why Traditional Education Doesn’t Work (They define these as “The Problem”)

The Real Solutions to the Real Problem of Advancing, Effective, Efficient, Consistent, Relevant, Sustained, Student Success Outcomes, that Result in Advanced, Effective, Efficient, Consistent, Relevant, Sustained Student Success, Performance Improvement Outcomes Outcomes

CLV. Tyton Partners

CLVI. University of California

CLVII. University College Dublin; Geraldine O’Neill and Tim McMahon

CLVIII. University of Kansas

CLIX. University of Melbourne

  • Professor John Hattie
    • His influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world’s largest evidence-based study into the factors which improve student learning. Involving more than 80 million students from around the world and bringing together 50,000 smaller studies, the study found positive teacher-student interaction is the most important factor in effective teaching.

CLX. University of Missouri College of Education

CLXI. University Professional and Continuing Education Association (UPCEA)

CLXII.  University Ventures

CLXIII.  US Department of Education

CLXIV. 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)

CLXV. Waisman Center – UW Madison

CLXVI. Wallace Foundation, The

CLXVII. XQ The Super School Project

(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.

‘Learning Styles’ and why you shouldn’t use them,   When it is appropriate to individually deliver instruction over ‘cool technology’

(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



To Discuss how these Solutions will add value for you, your organization and/or your clients, Affinity/Resale Opportunities, and/or Collaborative Efforts, Please Contact:

Tom McDonald, tsm@centurytel.net; 608-788-5144; Skype: tsmw5752

learning strategies, McDonald Sales and Marketing, LLC