Education Commission of the States 2006 Varn

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Education Technology: 

Education Technology Yesterday, Today, and Tomorrow Richard J. H. Varn

Slide2: 

"Whoever desires constant success must change his conduct with the times."

Slide3: 

"There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm (indifferent, uninterested) defenders in those who may do well under the new. " CIO

The Past: Gunfire At Sea*: 

The Past: Gunfire At Sea* Let’s begin on land Trucks pulling old cavalry light artillery Slow motion firing analysis Two men for three seconds Hold your horses *From Elting E. Morison/MEN, MACHINES, AND MODERN TIMES, (Cambridge, MA: THE MIT PRESS), 1966, pp. 17-44

Gunfire At Sea: 

Gunfire At Sea Pre-1898 Range Gears for elevation/depression Gun sight crosshairs Rolling deck timing Fire Mostly miss

Gunfire At Sea: 

Gunfire At Sea Spanish-American War 9500 shots at close range 121 hits British exercise 1899 5 ships, 5 minutes each, all guns blazing from 1600 yards 2 hits!

Gunfire At Sea: 

Gunfire At Sea Enter Admiral Scott Continuous aim firing Gear ratio change Use existing telescopic sites correctly Simulation for practice Art to technician

Gunfire At Sea: 

Gunfire At Sea 3000% increase in accuracy 1 ship, 1 gunner, 5 minutes from 1600 yards 15 hits on a 75 X 25 target ½ of them in a 50 square inch bull's-eye

Gunfire At Sea: 

Gunfire At Sea Transfer of knowledge to the US Navy… Lieutenant Simms advocates Navy response Rebuttal Name calling Charge of the Roughrider

Gunfire At Sea: 

Gunfire At Sea Simms appointed Inspector of Target Practice 6 years later universally acclaimed as “the man who taught us how to shoot” The engineer of the revolution was not an engineer—he was an angry annoying change agent

Gunfire At Sea: 

Gunfire At Sea A junior officer Challenging those that built the current inferior system Why change? If you change the weapons, you change the arrangement of military society and war

Gunfire At Sea: 

Gunfire At Sea 1. The essential idea for change occurred in part by chance but in an environment that contained all the essential elements for change and to a mind prepared to recognize the possibility of change. 2. The basic elements, the gun, gear, and sight, were put in the environment by other people, people interested in designing machinery to serve different purposes or simply interested in the instruments themselves. *From Elting E. Morison/MEN, MACHINES, AND MODERN TIMES, (Cambridge, MA: THE MIT PRESS), 1966, pp. 17-44

Gunfire At Sea: 

Gunfire At Sea 3. These elements were brought into successful combination by minds not interested in the instruments for themselves but in what they could do with them. These minds were, to be sure, interested in good gunnery, overtly and consciously. They may also, not so consciously, have been interested in the implied revolt that is present in the support of all change. *From Elting E. Morison/MEN, MACHINES, AND MODERN TIMES, (Cambridge, MA: THE MIT PRESS), 1966, pp. 17-44

Gunfire At Sea: 

Gunfire At Sea 4. He and his colleagues were opposed on this occasion by men who were apparently moved by three considerations: honest disbelief in the dramatic but substantiated claims of the new process, protection of the existing devices and instruments with which they identified themselves, and maintenance of the existing society with which they were identified. *From Elting E. Morison/MEN, MACHINES, AND MODERN TIMES, (Cambridge, MA: THE MIT PRESS), 1966, pp. 17-44

Gunfire At Sea: 

Gunfire At Sea 5. The deadlock between those who sought change and those who sought to retain things as they were was broken only by an appeal to superior force, a force removed from and unidentified with the mores, conventions, devices of the society. The naval society in 1900 broke down in its effort to accommodate itself to a new situation. The appeal to Roosevelt is documentation for Mahan’s great generalization that no military service can reform itself. It must seek assistance from outside.

Gunfire At Sea: 

Gunfire At Sea A primary source of conflict in this case study lies in "identification." People identified themselves with their creations and obtained satisfaction from the thing itself, a satisfaction that prevented them from thinking too closely the thing; that others identified themselves with a settled way of life and found their satisfaction in attempting to maintain that way of life unchanged; and that still others identified themselves as rebellious spirits of the insurgent cast of mind, and obtained a satisfaction from the act of revolt itself.

Some Introduction: 

Some Introduction I am Lieutenant Sims I have worked on E-Government and Education for 28 years I have been told repeatedly that I am too smart to work in government (think about that…) I am Cassandra’s great, great, great, etc. ADD grandson

Some Change Attempt Examples: 

Some Change Attempt Examples 1990 World Wide Web… DNA forensics Broadband Video History Archive Iowa Electronic University Indoor playgrounds Government services card 1 to 1 computing E-medical records Health care pooling Courseware camps Ad supported email 100% E by 2003 IP video and telephony GIS/GPS criminal tracking

Examples of the Kind of Questions That I Intend to Ask As a Way of Infecting You With Viral Ideas: 

Examples of the Kind of Questions That I Intend to Ask As a Way of Infecting You With Viral Ideas No Birds Are Involved In Transmission…

Do You Remember?: 

Do You Remember? Plop Pop Cop

Technological Ethics: 

Technological Ethics Would it be unethical to make learning addictive? Hint: TV, music, game, drug, pornography, gambling and other industries do not understand the question Time=Value=Mind Share=Learning—where the time goes, the mind goes

Technological Ethics: 

Technological Ethics Which does not fit: Licentiousness, Extremes, Titillation, Comfort, or Learning? We try to do analog replication and combination of these “easier” things to help learning like with games that teach or a dramatization of an idea such as with Le Miserable

Technological Ethics: 

Technological Ethics What about when we can digitally and elementally duplicate the pleasurable to achieve the difficult? As we identify the electrochemical processes and stimulants that are involved with pleasure, spirituality, comfort, fun, etc. will the vice and commercial industries be the only ones willing and able to use them? If we can make learning to solve quadratic equations feel like eating junk food, gaming, and skateboarding all at once, what is wrong with that?

Dominant Private Practice for Change: 

Dominant Private Practice for Change High Value Low Value High Cost Low Cost Current Process New Process Leap and Reap Rapidly

Government Failure to Precipitate: 

Creep and Weep Over a Much Longer Time Government Failure to Precipitate High Value Low Value High Cost Low Cost Current Process New Process Current Process Keep the Old Process But Do Less of It

Optimizing Resources Unify and Simplify: 

Optimizing Resources Unify and Simplify Kinds of Solutions Number of Instances or Deployments of the Solutions Optimization

Savings and Benefits—IT and Optimized Processes: 

Savings and Benefits—IT and Optimized Processes Government Spending Societal Spending on Compliance and the Drag Effect on the Economy Potential Savings Potential Savings and Benefit IT Spending and Potential Savings http://www.centerdigitalgov.com/center/reports.php

Points of IT Failure: 

Points of IT Failure Imagine if Thomas Jefferson did not really understand Boats Maps Exploration Navigation Weapons How well do you think Lewis and Clark would have been supported?

Points of IT Failure: 

Points of IT Failure Leadership and sponsorship Pioneer, leader, manager, caretaker, maintainer, destroyer, anti-leader, or clueless fool? Do they get IT? Do they get the new IT? Clarity, alignment, and commitment Consequences

Points of IT Failure: 

Points of IT Failure Communication Escalation paths for problem resolution Policy change time frames and responsiveness No single point of accountability Siloed money, reporting lines, and governance

Points of IT Failure: 

Points of IT Failure No human change strategy Misalignment Application acquisition or development Legal Paperwork Procurement Project management

Points of IT Failure: 

Points of IT Failure Time and money misestimated We Bees Turf Protectors Passive aggressive yes wait killers Committees Privacy or security issue Bad publicity

Points of IT Failure: 

Points of IT Failure Digitizing a bad or broken process Forcing process changes from the technology side Engineering and technology blindness Leadership changes Invisible or lagging benefits

Points of IT Failure: 

Points of IT Failure Shortchanging training time or resources Three P’s and a T People Policy Process Tools They forget to P somewhere

Slide35: 

Where we passionately and methodically search for new insight into how the brain functions, how we learn, and the factors and methods of human organization and success...

SO WE CAN IGNORE IT ALL WHEN IT COMES TO OUR OWN PROGRAMS!: 

SO WE CAN IGNORE IT ALL WHEN IT COMES TO OUR OWN PROGRAMS!

Education and Government—Resistant to Change: 

Education and Government—Resistant to Change Pushing change in education and government is like trying to run through a wall of spandex… …coated with Teflon so nothing sticks… And imbued with the universal element “Bureaucratium”, an amazing substance that seems indestructible and repels everything…

Creative Deconstruction Destruction: 

Creative Deconstruction Destruction Modern science and technology Humanity’s Great Quest: Being able to observe, identify, model, manipulate, create, form, and combine the parts of anything Cosmos, atoms, genes, cells, brains, bodies, ecosystems, knowledge, work, processes, markets, and institutions

Key Effects of IT Age: 

Key Effects of IT Age Digitalization Automation Robotization Miniaturization Specialization Customization Globalization Mutation Commoditization Disintermediation Modularization Technological Determinism Acronymization or TCCTA Tendency to Create Colorful Technical Acronyms If you have an problem with that, join SPAM or Society to Prevent Acronym Memorization

Can You “C” the Future?: 

Can You “C” the Future? Consciousness Campfire Craft Carving City College Collection Collation Carnegie Communication Computation Collaboration Convergence Corporation Commoditization Creative Destruction Components Cyborgs

Slide41: 

The Postman Proviso © 2005 Center for Digital Government. All Rights Reserved. Quote with Attribution Only

Determinism: A Short Cut: 

Determinism: A Short Cut The long term sneaky way to change the world without ever asking permission or having to try to convince those who will be forced to change and already hate the idea, whatever it is and no matter what it is, before you even thought of it Change key, interconnected tools and the rest of the system will change

Technological Determinism: 

Technological Determinism Technological systems are interconnected webs The history of such systems shows a consistent repeating pattern Changes in the speed, power, or complexity of one part causes comparable changes in all other parts to which it is connected

Determinism In Action: 

Determinism In Action “Whatever can be done, will be done. If not by the incumbents, it will be done by emerging players. If not in a regulated industry, it will be done in a new industry born without regulation. Technological change and its effects are inevitable. Stopping them is not an option.” Andy Grove in Wired, Jan. 98

One Word: Database: 

One Word: Database Tools are viral containers of ideas How we think differently from their use is often even more important than what they actually do Do you remember the first time you clicked instead of typing? Do you remember pocket protector wearers saying GUI was a waste of time and resources and was the SAME AS TYPING COMMANDS? The viral idea was the connection between interface, function, and data and they could not see it The dominant tool, metaphor, idea of our time is the database

Convergence: 

Convergence The coming together or merging of: Jurisdictions Industries Companies Tools and technologies Products and devices Professions and skills Jobs The viral spread of IT across and within industries and elements of life

Analog: Standardization: 

Analog: Standardization Nut, screws and bolts Rails Electricity Auto tires Paper Plumbing and lumber Drove the greatest expansion of human productive capacity in history and a lot of extinctions

Digital: Standardization: 

Digital: Standardization Data (XML in every industry) Networks (IP everything) Software (Web Services and SOA) Storage (the one file holy grail) Human Computer Interface (see me, feel me) Processing (Gird for the Virtual Grid) And the effect will be at least as large… Technological bow waves…

Government and Education As A Service: 

Government and Education As A Service Domestic and Global Economy of Scale Layer Common, Interchangeable, and Customizable Software and Hardware Services Public Entities Non-Profit Entities and Associations For-Profit Entities Public Only Both Public Only Both Public Only Both Subject Matter Expert Layer Subject and Industry Specific Human, Software, and Hardware Services Bit Concierge Layer Personalized and Automated Human, Software, and Hardware Services Private Only Private Only Niche Function Industry Cross-Industry One Stop Government Object Market Functional and Software Lego Bricks Public Developers Domestic, Global, and Open Source Private Developers Domestic, Global, and Open Source Customer Agents Web Services Government Integrated Into Other Software and Services

Steps to GAAS UP: 

Steps to GAAS UP Consolidate (across boundaries and industries) Broker (think “Plastics…”) Standardize (what and how) Automate (no human can…) Innovate (no machine used to…)

Steps to GAAS UP: 

Steps to GAAS UP Document rules (rules are made to be coded) Virtualize (it happens somewhere…) Eliminate (processes and systems) Re-deploy resources (harvest)

Slide52: 

Businesses Customer Agents Citizens E-Forms Functional Summary First Form First Form First Form Data to Agencies to: Accept Share Reuse Query Manage Safeguard Privacy “COUNT” “COUNT” “COUNT” Extract Data Apply Business Rules Validate Sign Submit Route Forms Engines to: Submit Data Apply Business Rules Sign Submit Route A u t h e n t i c a t i o n Direct Data Transfers Data Analysis, Sharing, and Public Access

Slide53: 

Scope Industry Segment or Government Function Data Management Improvement Process Publish Data Routing Processes Create Harmonized Forms Identify Forms and Paperwork Processes Within Segment or Function Determine Core Data Elements and Business Rules Select Forms and Processes to Be Addressed Select Industry or Government Function Finalize and Publish XML Schema for Data Elements, Business Rules, and Presentation Formats Harmonize Data Elements and Business Rules; Coordinate With Industry Standards Customer Agents Private Industry Solutions, Systems, Services, and Software Modules Agency Processing, Applications, Databases, and Legacy Systems Work With: Business and Industry Associations Industry Solutions Vendors Federal, State, and Local Governments Customer Agents Industry XML and Data Standards Bodies Harmonize and Reduce

The Next 50 Years: 

The Next 50 Years Devices per chip continue to double every 12 months The pace of change continues to accelerate 100 years happens in 20 at the current rate* Use to ubiquity Distinctive to disposable Peripheral to integral *Ray Kurzweil, The Age of Spiritual Machines

Universal Access: 

Universal Access Anyone, anywhere, anytime will be able to instantaneously talk, write, and send visual and audio information to anyone else IP replaces Esperanto Please put my universal translator engine in my cell phone in my ear rather than a Babel Fish…

Four Ways to IT: 

Four Ways to IT Wire Storage Processing Wireless Services and Content

Slide57: 

Watch the Third Screen The Digital Majority Like Starbucks' relentless attempts to sell itself as the "third place," the wireless industry is trying to sell itself as the "third screen." 2010: 500 Million Broadband Users 2.3 Billion Cell Phones

Computer Tipping Point: 

Computer Tipping Point Computers reach the speed of 20 quadrillion instructions per second, equal to the human brain In accordance with Moore's law, we expected to reach the computational capacity of the human brain---20 million billion neuron connection calculations per second (100 billion neurons times an average of 1,000 connections to other neurons times 200 calculations per second per connection) in a super computer by 2010 and in a standard personal computer---by the year 2020 Ray Kurzweil

Kurweil’s Vision: 

Kurweil’s Vision By the year 2040 a super computer reaches the collective brain speed of all the human brains alive By 2050 global brain speed is available on a $1,000 laptop

Before You Retire: 

Before You Retire Cumulative machine intelligence becomes larger than cumulative human intelligence GNR (Genetic, Nanotechnology, and Robotics) combine to remake civilization as we know it

Hi, HAL: 

Hi, HAL Non-invasive brain scanning capabilities are growing exponentially Reverse engineering of the brain and other software techniques make machines more than human in many ways “Will I dream, Doctor?”

Convergence in Learning: 

Convergence in Learning Neuroscience Information Technology Assessment Learners Diagnosis, Response, and “Treatment”

Inherent IT Objectives: 

Inherent IT Objectives Implement new or improved systems Trade labor for capital Re-engineer processes Achieve efficiencies Do more with equal or less Improve service Balance budgets

Inherent IT Advantages in Education?: 

Inherent IT Advantages in Education? Customization and individualization Democratization of access, content, and tools Non-linearity Place indifference Availability of changeable content The elimination of rote tasks in teaching and learning

Inherent IT Advantages in Education?: 

Inherent IT Advantages in Education? More time to focus on only that which a human can do well Instant access human knowledge in all forms Overlaying data on our experiences Sharing Collaboration Input and outcome analysis

Are We Taking Advantage of the Inherent Advantages of IT in Education?: 

Are We Taking Advantage of the Inherent Advantages of IT in Education? Ummm…No

What Is Most Out of Whack?: 

What Is Most Out of Whack? The Carnegie Unit credit hours Linearity Grades Subjects Learning to remember rather than learning to learn Education is expected to cure all with out concomitant resources

What Is Most Out of Whack?: 

What Is Most Out of Whack? Assessment is misapplied with too many high stakes low yield tests and not enough low stakes high yield tests The policy response is inadequate to the amount of change, the size of the challenge, and the importance of the outcome

Education Technology Objectives: 

Education Technology Objectives Classroom and Institution Management You want the grading and paperwork processes of teaching to be easier and more automated You want learners and their families to be able to do self-service on classroom and institutional processes You want to know more about your learners before they show up for class. You want to know the results of your specific programs and effort with as much cause and effect analysis as possible You want your results based system to roll its results up to various mandated reports like NCLB and to teachers, researchers, educational leaders, policy makers, and the public

Education Technology Objectives: 

Education Technology Objectives Better Lectures and Presentations You want to hold the attention of learners during lectures and presentations and appropriately use various media to enhance learning rather than just entertain Reflect Work Conditions You want your learners to learn using the same tools, techniques, and systems they will use in the workplace

Education Technology Objectives: 

Education Technology Objectives Remediation You want to spend less class time on bringing everyone up to the same level and on addressing general study skill issues, subject matter gaps, and literacy problems

Education Technology Objectives: 

Education Technology Objectives Technical Training You want learners to learn to use tools and systems that are not in themselves part of the curriculum by using self-paced, virtual, and hands-on tutorials Customized Learning You want use technology to match the teaching and learning methods and materials to be tailored to the individual knowledge, skills, learning styles, and objectives of each learner

Education Technology Objectives: 

Education Technology Objectives Diagnostic Model of Education You want to use brain research, assessment, real time feedback, and (if it becomes commonly available) physical indication of learning activity in the brain to know if a learner is in fact learning and responds accordingly Extended Learning You want the exceptional and the motivated learners to go beyond what is required in the class or program and beyond what you have time to teach them

Education Technology Objectives: 

Education Technology Objectives Self-Directed Learners You want learners who can and will learn on their own to be able to do so and receive credit for what they learn. You want to be able to spend more time being a mentor, motivator, creator, guide, evaluator, and/or expert learner

Education Technology Objectives: 

Education Technology Objectives Collaborative Learning You want your learners to work in collaborative teams and networks that are not bound by the walls and grounds of your location More Learning You want your learners to learn more than previously possible through print technology and gain greater mastery over the subject matter

Education Technology Objectives: 

Education Technology Objectives More Cost-Effective Learning You want learning the amount of learning per dollar spent to be greater

Education Technology Objectives: 

Education Technology Objectives Differentiating Roles and Specializing You want to allow each person to focus more on the more narrowly defined role, specialize, and improve the quality of their work on their areas of expertise (e.g. assessment, curriculum development, discussion, administrative processes, lecture, mentoring, counseling, etc.) and use technology to help free up time and reorganize the work to make this possible.

Education Technology Objectives: 

Education Technology Objectives Virtual Reality You want to be able to simulate real environments that are too dangerous, expensive, and/or remote to provide at your school

Education Technology Objectives: 

Education Technology Objectives Courseware Development You want to do what was once only the province of textbook companies, moviemakers, and computer specialists: make multimedia courseware

Education Technology Objectives: 

Education Technology Objectives Reach New Markets You want to export your unique and high quality programs into areas beyond the magic 30-minute, 30-mile barrier

Education Technology Objectives: 

Education Technology Objectives Expand Offerings You want to be able to increase your offerings beyond what is possible and/or affordable with conventional educational delivery systems. You want to do this to attract and keep more students and increase the value of your programs

Education Technology Objectives: 

Education Technology Objectives Survival You want to make sure you are not bypassed by other delivery systems and that your school is equal to or better than the competition in the use and availability of education materials and information technology

Courseware: 

Courseware 1--Each academic program has an articulated curriculum 2--Each class has specified goals and objectives 3--Standards and the method of assessment are agreed upon 4--Student achievement level and learning style are assessed

More Courseware Steps...: 

More Courseware Steps... 5--Learning and instruction plan is customized and matched to goals, objectives, and student learning style 6--Search for, acquire, and develop courseware to meet the learning and instruction plans 7--Training in the use of the courseware and courseware tools is delivered

Final Courseware Steps: 

Final Courseware Steps 8--Courseware is delivered 9--Continuous assessment based on standards is used to determine level of achievement of goals and objectives 10--Results of the assessment are fed back into the curriculum articulation and writing process Repeat the cycle

Courseware Layers: 

Courseware Layers Experience, Information, and Knowledge Objects Modules Units Courses or Competencies Degrees, Certificates, and Documented Achievement

Digital Content—Essential Raw Material: 

Digital Content—Essential Raw Material Why have state’s not mandated that all text books and educational materials purchased must be in both analog (paper) or digital form? Furthermore, since most of the cost of paper materials in NOT in the content development but in the manufacture and distribution, states should less for the digital copy and subscribe to updates like other software maintenance If you feel lonely, put a trigger to make sure 10 or some number of states pass it before it goes into effect

Slide88: 

Searching for Optimal Efficiency and Quality Cost Lecture Personal Tutor Self-Study Book Mode and level of personalization of delivery Discussion/Class Courseware Low High

Do What Students Do: 

Do What Students Do Games and simulation Mix, mash, and create IM Txt Cell MP3/Podcasts Stream of consciousness surfing Blogging Email Collaborate Music TV DVD’s Viral advertising

Where Can We Go From Here?: 

Where Can We Go From Here?

Key Questions of Measurement: 

Key Questions of Measurement What are your objectives? What is observable about your objectives? How can you turn what is observable into data? Is such data available or acquirable? What are the relevant relationships or formulas between the data elements? (Independent Verification &Validation or IV&V performed at this stage)

Key Questions of Measurement: 

Key Questions of Measurement What is the minimum and optimum value of the metric formula? (IV&V) Is the value achieved? (IV&V) Did the achievement of the value actually contribute to the objective? (shared V&V with feedback to beginning)

Data-Based Decisions: 

Data-Based Decisions Being able to see and use all allowable data in multiple formats: Textual Tabular Spatial Simulation The ability to know actual outcomes of programs from enterprise data and other private data sources

Data-Based Decisions: 

Data-Based Decisions Personally identifiable data can lead to proper rewards and consequences E.G. What students know and documentation of demonstrated mastery can be used to let them work only on what they DO NOT know and have not mastered or on synthesizing what they know Teacher’s accomplishments and failings can be cumulatively known over their career and used in managing them and their assignments

Data-Based Decisions: 

Data-Based Decisions De-identified data can track individual and collective outcomes Of course, some people will still make decisions based on good stories, anecdotes, and self interest

What and Where Is Work and Who or What Does It?: 

What and Where Is Work and Who or What Does It? Human Race Workplace Workers Distributed Workers Outsourced Workers Crowd Sourced Workers Machine Race Computers and Robots Workplace Machines Distributed Machines Outsourced Machines Distributed Processing Work Play Neither and Both

Stages of Professions: 

Stages of Professions Art Systematic Art Mass Production Automation Aggregation and Decentralization Commoditization Integration and Absorption

Unbundling the Teaching Profession: 

Unbundling the Teaching Profession One job category Job description? Do it all and do it well What does that mean? We need to face up to our teaching disabilities...

Job Description for a Teacher: 

Job Description for a Teacher Teaching Assessment expert Diagnostic expert Curriculum designer Advisor Mentor Researcher/Writer Public servant Social worker Community and Parent Liaison Bureaucrat Policymaker Medical manager Content expert Technology integrator Disciplinarian Disability manager Secretary and data entry clerk And did I mention you have a life?

Converged Science: 

Converged Science Neuroscience Psychometrics Biology Psychology Communication and Persuasion Chemistry Physics How these will be applied to the teaching and learning process

Consider the Medical Model and Distributed Work: 

Consider the Medical Model and Distributed Work How the health care work force is organized We pay doctors a lot but there is still a huge supporting cast of specialist and professionals They have insurance and customers shilling for them and occasionally annoying them Consider how the converging sciences of information technology, neurology, assessment, and so on can be used to diagnose successful and unsuccessful learning strategies and activities and vary how we approach education

Centers Are Shifting: 

Centers Are Shifting Center of Proximity and Concentration Center of Culture/Entertainment Center of Production Center of Application Center of Global Scale Center of Excellence Center of Integration Center of Creativity Center of Discovery Center of Brokering Center of Service (Concierge At Large) Past (Settled) Future (Frontier)

Converged Learning Management: 

Converged Learning Management Student portfolios to document learning New evaluation methods The link between material use, brain research, and real time monitoring Diagnostics with physical diagnostic capabilities Formative assessments: can be Technology like Web Ex Or cheap and simple Red dot, green dot A-E letters

The Old New Key Questions: 

The Old New Key Questions Who teaches it? What is taught? When is it taught? Where is it taught? Why is it taught? How is it taught? How do we measure teaching? Who learns it? What is learned? When is it learned? Where is it learned? Why is it learned? How is it learned? How do we measure learning?

Put Simply...: 

Put Simply... What aspects of teaching and learning do we want to: Augment? Replace? Automate? Decentralize? Reform?

Example: Note Taking: 

Example: Note Taking Is this the reason we go to school? It is the most practiced act Granted: it has the benefit for some learners of reinforcing and as a memory aid It is not part of the curriculum, evaluated, credited, improved Alternatives Notes in advance Lecture capture, preview, or synopses Real time voice to text Moving on to the next level of discourse rather than recording the sage on the stage

Change Manager: 

Change Manager Who will enable, empower, and enforce change? Who will make the change happen in real time? How can this happen in education?

America’s Limping Democracy: 

America’s Limping Democracy How do we decide? No data Bad Data Conventional Wisdom Anecdotes Personal Experience Time for a Tyranny of Truth

America’s Limping Democracy: 

America’s Limping Democracy Today, only three things matter in politics in this order: PAC Money Lobbyists Votes These are the means to the primary end of today’s politics

America’s Limping Democracy: 

America’s Limping Democracy These are used to: Increase the personal power and/or wealth of the politician Gain positive publicity so they can keep doing it

America’s Limping Democracy: 

America’s Limping Democracy Therefore, primary purpose of the current system is the redistribution of government resources to those who support the politician and their party

America’s Limping Democracy: 

America’s Limping Democracy Policy has become the means to get the five things that matter and is not currently the end of government

America’s Limping Democracy: 

America’s Limping Democracy Sound, evidence-based policy is not just rare, it is actively opposed because it undermines the moral plasticity necessary to make the five things that matter the true ends of government A few rare exceptions and occasions exists where sound policy matters more than politics

Your Career Choices: 

Your Career Choices Make these 5 things your friends Get a conscience-ectomy Work for the exception and the leaders who still care to try Roll the beast from without, not within Work for the customer agents or precipitate their ascendancy

Questions and Answers: 

Questions and Answers Is it being done now and unique to education and government? Keep It New, unique, and not done? Do It Not doing but someone is? Source It Do you know your own rules? Document and Publish Them Think only a government employee can do it? Prove It Is it no longer needed? Stop It

Slide116: 

Richard J. H. Varn rjmvarn@msn.com Questions and Answers

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