1. Keeping Formal Education Relevant EDCI 570 Group Presentation

2. What is the purpose of a formal education? Does a formal education prepare a student for the “real world”? What “skills” are students learning in a formal education that help prepare them for their lives after school? Soft skills are important for hiring purposes. What does formal education offer in this area that online learning and free educational content do not? Skills can be learned in many arenas of the ever-changing world of information and technology that we live in; this fact is the impetus for this discussion. Success can be determined by a number of factors outside of performance within confines of formal education (i.e. “grit,” “determination”) How do we keep formal education relevant? Source: NMC Horizon Report 2014 K-12 Edition Overview

3. ●What is formal education? ●Delivery - institution based, isolated, rigid structure, teacher centered, and resource intensive ●Society’s expectation and needs have changed over time. ●Brief history of education Historical & Educational Context

4. ●19th Century classrooms ●Education in the past… 1960’s - growing concern that educational growth and economic growth were not comparable Formal education slow to the socio- economic changes Historical & Educational Context

5. Future: Redefining Education - Lifelong Learning ●Social and Economic Goals ●Changes in society → changes in education Changing the role of the teacher ●Student - centered learning ●Teacher’s role becoming more multifaceted ●Formal education vs. informal education in the classroom Historical & Educational Context

7. American Education. (n.d.). Retrieved April 19th, 2015; from http://orgonstate.edu/instruct/ed416/ae1.html http://orgonstate.edu/instruct/ed416/ae1.html Tucket, A. (2013). Toward a Lifelong Learning Target for 2015. International Review of Education. 59(3). 383-397. doi:10.1007/s1159-013- 9359-z Sparking innovation, learning creativity. (n.d.). Retrieved April 19th, 2015, from http://redarchive.nmc.org/publications/2014-horizon-report-k12http://redarchive.nmc.org/publications/2014-horizon-report-k12 Resources

8. ●Technology is changing the world we live in. Where does technology fit in with formal education? ●Answer: ●Technology is beginning to clash with the traditional brick and mortar setting of schools. From the outside it would appear that some colleges are moving at snail's pace in regards to changing with the times. College graduates are being shown to be increasingly inept in the workforce. What Technology Has to Do with It

9. ●How do we keep formal education relevant? ●Adapt/Change ●What might this look like? ●Over the coming years important developments in educational technology for higher education will be taking place. What Technology Has to Do with It

10. ●What technology developments are involved? ●The following six developments have been identified as likely to “drive technology and decision making over the next five years: ●Flipped classroom ●learning analytics ●3D Printing ●Games and Gamification ●Quantified Self ●Virtual Assistants What Technology Has to Do with It

11. ●Flipped Classroom: What is it? ●“In a flipped classroom class time is devoted to project learning, rather than lecture.”( NMC pg. 37) ●Becoming more popular: “The learning environment transforms into a dynamic and more social space What Technology Has to Do with It

12. ●Learning Analytics: What is it? ●“Learning analytics research uses data analysis to inform decision made on every tier of the education systems” ●The idea is to use data to adapt instruction ●Forms? ●Takes place in nearly all Learning Management Sytems. What Technology Has to Do with It

13. ●3D Printing: What is it? ●“3D printing refers to technologies that construct physical object from 3D content.” ●It allows for replicas of anything to be recreated. ●One model available is the MakerBot and can be purchased for just over $2000. What Technology Has to Do with It

14. ●Games and Gamification: What is it? ●Gamification refers to “the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios. ●Pros: “ For higher education these game-like environments transform assignments into exciting challenges, reward students dedication…” ●Ex. Digital Simulations. What Technology Has to Do with It

15. ●Quantified Self: What is it? ●“Phenomenon of consumers being able to closely track data that is relevant to their daily activities.” ●Ex. Fitbit, Iwatch, Whistle (for dogs) ●Cons: In use with education, privacy issues will have to be answered. What Technology Has to Do with It

16. ●Example products: ●Flipped classroom (business school) Time-to-Adoption Horizon: One Year or Less ●Learning Analytics (Compass Learning Odyssey) Time-to-Adoption: One Year or Less ●3D Printing Time-to-Adoption Horizon: Two to Three Years What Technology Has to Do with It

17. ●Example products: ●Games and Gamification (higher education/LMS’s) Time-to- Adoption:Two to Three Years ●Quantified Self (fitbits, Iwatch, Whistle for dogs) Time-to-Adoption: Four to Five Years ●Virtual Assistant (GPS, Smart Phones, Tvs etc...) (Time-to-Adoption: Four to Five Years What Technology Has to Do with It

18. “Practice What We Preach” ●face-to-face ●online ●hybrid learning “Know Thy Student” ●multi-tasking is second nature ●technology is an informal student skill “It Take A Village” ●create quality of community and interaction ●instructor feedback in real-time ●collaborative assessments Implications for Classroom Teachers

19. Ohio State University’s “Hy-Flex” model ●online interactive polling ●lecture recording ●backchannel for synchronistic communication Student feedback ●subject more interesting ●increased understanding ●encouraged participation Implications for Classroom Teachers

20. “You Can’t Be What You Can’t See” ●South Carolina’s Education and Economic Development Act (EEDA) ●2005 ●Implement Career Counseling K-12 ●$25 million state mandate ●$21 went to school counselors Implications for Policy Makers

21. “A Longitudinal Study of Personal Pathways to Success Initiative” ●Clemson University & University of Louisville ●5 year study ●8 high schools ●3 student cohorts (class of 2009, 2011, 2014) Results ●CTE/non-CTE students felt aided by counselors ●lower counselor ratios 1:300 ●Increased educational funding Implications for Policy Makers

22. What can be done to address this? Reframe formal education as Academic development ❖ Academic development includes: Cognitive Social Emotional Motivational Cultural All of these contribute to optimal student development within the context of formal education Source: Patricia A. Alexander (2010) Through Myth to Reality: Reframing Education as Academic Development, Early Education and Development, 21:5, 633-651, http://dx.doi.org/10.1080/10409289.2010.497433 Actionable Solution

23. View education as a developmental process versus a year by year, course by course treatment of instructional content This shifts the focus from achievement on tests to developing the overall skill set of the student in all fields as mentioned earlier Source: Patricia A. Alexander (2010) Through Myth to Reality: Reframing Education as Academic Development, Early Education and Development, 21:5, 633-651, http://dx.doi.org/10.1080/10409289.2010.497433 Actionable Solution

24. Formal education must integrate with informal education Fused Learner Integration model Fusion of Web 2.0 with formal learning “By fusing web-based tools into a task-oriented personal learning environment, students gain control of their learning experiences” (Hall, 2009). Source: Hall, R., (2009) Toward a fusion of formal and informal learning environments: the impact of the read/write web, Electronic journal of e-learning, Vol 7(1), p. 29-40 Actionable Solution

25. “Schools and universities should become more like hubs of learning, within the community, capable of extending into the community...More learning needs to be done at home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems and add value to people’s lives” Source: Leadbetter, C. (2000) Living on Thin Air. The new economy, London: Penguin. Actionable Solution