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Designing the Future of Learning Bryan Setser-Partner 2Revolutions - #FOLMT Alternative Education Summit – Montana - 11/7/13

description

Montana decks for keynote and sessions for the Montana Alternative Education Summit - November 7-8, 2013

Transcript of 2 rev _montana__setser__keynote__session decks_1107and813r2

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Designing the Future of Learning

Bryan Setser-Partner 2Revolutions - #FOLMT

Alternative Education Summit – Montana -11/7/13

Bryan Setser-Partner 2Revolutions - #FOLMT

Alternative Education Summit – Montana -11/7/13

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Goals For My Time:

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1. Introduce you to 2Rev (our philosophy, style, and work)

2. Demonstrate why design matters – and showcase our Future of Learning themes

3. Better understand current approaches for moving to alternative education models fueled by next generation learning, teaching, and leading

4. Think together on possible prototypes for tomorrow’s sessions, Montana’s schools, and the World’s kids

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A “Both, And” Orientation

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NOW

NEXT

FUTURE

INNOVATEthe System We Need

IMPROVEthe System We Have

(Incremental = Diminishing

Returns)

(Cross the Chasm =

Difficult, But Promising)

We must engineer ways to jump from one curve to the next.

Crisis

Stable

Good

Great

LearnExperiment (Existing)

Prototype (New)

Transform School

Transform District

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Trends Driving the Future of Learning

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1. Drive

Toward Personalization

2.ExplosiveGrowth in

Technology

4.ShiftingPolicy

Environments

3. Advances in the Scienceof Cognition

5.IncreasedEconomicPressures

6.An Ecosystem

of Learning

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Making Personalization PersonalMaking Personalization Personal

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Ben’s Blended New World

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We live in the “age of the mathematician,” in which inordinate power and riches will go to the people who create the algorithms that end up dictating who and what we know.

Yuri Mllner – Russian Social Media Mogul on the Explosive Growth of Technology

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Technology Option A

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mobile activity

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If you had enough resources, you could make the decision to go and live in France. You might also decide to not learn French. You would survive. You would be able to get by, but you would never be a full participant in the community.  If you ever found yourself in a competitive situation you would fail.  Remaining digitally un-augmented will leave you at a disadvantage measured in dozens of IQ points.

Richard Boyd on Learning Ecosystems

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A Holiday Reading List

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TIME OUT

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There’s a lot we don’t know before we say we don’t know that.

Mark Twain 1.0

Those who understand the cognitive science of digital dualism will have the

power over those who do not.

Mark Twain 2.0

There’s a lot we don’t know before we say we don’t know that.

Mark Twain 1.0

Those who understand the cognitive science of digital dualism will have the

power over those who do not.

Mark Twain 2.0

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“Blooming” with Web 2.0 Tools

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Alternative Policy Matters

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2Rev’s Future of Learning Framework

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Demand-side Insights: CBE Readiness

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Each of the four participating ILN states is in a different position in terms of statewide policy conditions of readiness to implement CBE.

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The Lean Alternative School

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The iZone eROI Work – (Parthenon 2013)

Lower the cost to innovate

Seed investment Growth capital

Description • Lower total cost for schools to innovate – including financial costs, obstructing policies, and ease of implementation

• Typically systemic investments

• “Fail early, fail often” – these investments are likely low cost, early stage, high risk / high reward, with a high expected standard deviation of results

• Akin to a venture capitalist setting a “hurdle rate” for early stage in a large portfolio of investments, many of which are expected to fail

• “Big bets” – these investments aim to diffuse and/or scale the most promising innovations which emerge from early stage, decentralized innovation

• These investments are akin to the growth capital provided to growing companies

Applying eROI

• Primary focus on identifying the most efficient ways to lower costs

• Secondary focus on links to student outcomes

• Inform iZone internal planning and set clear targets for results, including both cost and outcomes

• Evaluation, both early stage and ongoing

Examples • iLearn• BLI• Procurement reform• Policy changes

• iZone 360 challenges for schools

• Challenges for the Ed Tech marketplace (e.g. the Gap App challenge)

• Hackathons

• Asynchronous pilot • New school designs

1 2 3

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-5

0

5

10

15

20

$25M

AY2011

Platformdevelopment

Human capitalHardware toschools

License fees(paid by iZone)

$2.4M

AY2012

Vendorlicenses(capital)

Platformdevelopment

Platform maintenance

Human capital

Hardwareto schools

Professional development

Licensefees (paid by iZone )

$19.7M

AY2013

Vendor licenses(capital)

Platformdevelopment

Platform maintenance

Human capital

Hardwareto schools

Professional development

License fees(paid byiZone)

License fees (paidby schools )

$21.9M

-$1.4M

AY2014

Platform maintenance

Human capital

Hardwareto schools

Professional development

License fees (paid byiZone)

License fees(paid by schools)

$8.6M

-$1.9M

AY2015

Platform maintenance

Human capitalProfessional development

License fees(paid by iZone)

License fees(paid by schools)

$4.4M

-$2.4M

AY2016

Platform maintenance

Human capital

License fees(paid by iZone)

Licensefees(paid byschools)

$4.9M

-$3.2M

PD

43 150 200 250 320 425# of Schools

8K 34K 40K 55K 69K 92KEnrollment

Annual Variable Cost

Annual Fixed Cost

One-Time Fixed Cost

Total Annual Cost of iLearn, AY2011 – AY2016

Source: iZone Internal Data; Parthenon Analysis

H F

Pilot program with different structure and

vendor agreements

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Technology Can Enable Scale

Price Free Price “Freemium” Higher/Lower Price License

Description

Free or open source learning / content

management systems

Cloud-based learning management system

Cloud-based learning management system

Mobile learning management system (designed for use on

mobile devices)

Hybrid learning management system

(for use in blended schools / classrooms)

Dell learning platform is in ongoing

development with school partners, and for sale off the shelf

Cost $0

Free for individual schools; cost for use at the enterprise level : $221K for 1 year in a

district of 86K students (Jefferson, CO) =

~$2.50 per student per year

Free for use by teachers; $5-11 per

user per year for whole schools / districts

$13.50 per student per year with support &

updates included(OR $2,500 per

building per year)

Basic platform: $5-20 /Robust platform: $14-

66 per student per year (volume based)

$4.3M 5-year contract in a district of 39K

students (St. Paul, MN) = ~$22 per student

per year

Total Annual Cost (2013 iLearn Volume)

$0$2.50 x 40K students

= ~$100K$5 x 40K students =

~$200K

$13.50 x 40K students = $540K

$2.5K x 200 schools = $500K

(Estimated NYC cost per student = $20)

$30K site fees + ($20 x 40K students) =

~$830K

$22 x 40K students = ~$880K

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REMEMBER: Tomorrow and Every DayInnovation is a VERB!

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Where is the innovation?

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Why does innovation happen?

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What is the Innovation?

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Does it happen in Education??

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Innovation Network Design Methodology

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2Rev’s short-cycle innovation process is informed by cross-industry lessons.

Institute for Healthcare

Improvement

Design Thinking

Google Innovation “Drivers”

Networked Improvement Communities

Carnegie Foundation for Advancement of Teaching uses NICs to analyze what

works, for whom, under what circumstances; Plan-Do-

Study-Act; learn together, improve together

Google celebrates these principles of innovation:• be open to ideas from

everywhere• launch early and often• cultivate innovation with

small teams in a shared workspace

• have a broad mission• Stay engineering driven

to foster innovation• hire smart people who

get things done• managing is the means,

not the goal

IHI relies on a 90-day cycle to drive P&G’s innovation process; focus on a clearly stated problem or a specific

question that needs to be answered; innovate in groups; define a specific timeframe and set of potential next

step outcomes

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Short-cycle Methodology

Define Identify Brainstorm Prioritize Operationalize

Test

Challenges & Opportunities

Assets & Barriers

Solutions & Hypotheses

BestIdea(s)

Integrate & Plan for Implementation

Continuously Iterate Via “Short Cycles” to… See What Works!56

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For today’s keynote: Slideshare.net

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www.2revolutions.net

Do What You Love, For Good

Follow at Twitter, FB, LinkedIn, G+, or

Bryan Setser

Partner

[email protected]

919.638.7056

http://www.2revolutions.net/
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If you want to do something you’ve never done before, you have to do something you’ve never

done before.

-Yogi Berra

If you want to do something you’ve never done before, you have to do something you’ve never

done before.

-Yogi Berra

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Correspondence table NACE Rev.2 - NACE Rev.1.1€¦ · NACE Rev. 2. Code NACE Rev. 2. Description NACE Rev. 1.1 Code Nace Rev. 1.1 Description Comments 01.24 Growing of pome fruits

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2 excretion osmoregulation rev

2 excretion osmoregulation rev

Linked In Rev 2

Linked In Rev 2

Icac 2 Rev

Icac 2 Rev

2 rev inacol__deck_2015

2 rev inacol__deck_2015

PTK 2 REV

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Trophies CC Rev 2

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Comtrafo presentation - rev. 2

Comtrafo presentation - rev. 2

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Rev Powerpoint 2

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HDCP rev 2

HDCP rev 2

brochure rev 2

brochure rev 2

Us rev day 2

Us rev day 2

(Sardis) – Revelation 3:1-6. So far, we’ve considered the churches of Ephesus (Rev. 2:1-7) Ephesus (Rev. 2:1-7) Smyrna (Rev. 2:8-11) Smyrna (Rev. 2:8-11)

(Sardis) – Revelation 3:1-6. So far, we’ve considered the churches of Ephesus (Rev. 2:1-7) Ephesus (Rev. 2:1-7) Smyrna (Rev. 2:8-11) Smyrna (Rev. 2:8-11)

SP-1001 Rev.2

SP-1001 Rev.2