How to Guide Innovation in a Changing Education Ecosystem?

How to Guide Innovation in a Changing Education Ecosystem

Learnshop Structure

v.1.1 - 6 February 2014

Registered Address: Pearson plc, 80 Strand, London, WC2R 0RL Registered in England 53723

Online Educa Berlin Learnshop – An Overview

The conference itself (Wednesday 4th – Friday 6th December 2013) will take place at the Hotel InterContinental Berlin:

Budapester Str. 210787 BerlinGermanyTel.: +49 (0) 30 26 02-0Fax: +49 (0) 30 26 02 26 0

Session runs: Friday 6th December 2013 - 11:45 - 13:30(http://www.online-educa.com/ap/programme_detail.php?id=LWL56)

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This interactive Learnshop aims critically to reflect how to innovate in a profoundly changing education ecosystem. What are the opportunities for innovation within emerging lifelong and life-wide multi-stakeholder and multi-sided ecosystems?

Join the panel of experts addressing this challenge in this Learnshop, organised as part of the EU FP7 funded HoTEL project ‘HOlistic approach to Technology-Enhanced Learning’. The overall objective of the project is to design, develop and test a support model for innovation in the area of technology-enhanced learning.

Facilitators

Background

The HOTEL (Holistic Approach to Technology Enhanced Learning) project originates from the observation that most of the TEL research so far has concentrated mainly on the development of ad hoc technologies for learning, failing to capture both the potential adoption of emerging technologies not originally designed for learning in education and training environments and the innovative use that is made of technologies in non-formal and informal ways of learning and the extent to which this could be transferred / adapted to formal learning environments.

This is believed by the Consortium to provide a misleading and fragmented picture of the extent to which new forms of using technologies (already mainstreamed and/or successfully piloted and/or emerging) support learning. Innovative practices in the use of technologies for learning (especially in non-formal and informal learning environments) are often not sufficiently considered by research whereas bottom-up innovation is playing an increasingly important role in the field of TEL, which might lead to new theories for learning. On the other hand, there is a need to verify the impact of existing learning theories on TEL practices to determine whether this has led / is leading to innovation. Furthermore, the lack of a holistic approach in TEL as described above puts at risk the effectiveness and mainstreaming of new ways of using ICT for Registered Address: Pearson plc, 80 Strand, London, WC2R 0RL Registered in England 53723 2

Andreas Meiszner European Learning Industry Group (ELIG), The Netherlands

Elmar Husmann European Learning Industry Group (ELIG), Germany

Kelwyn Looi Analyst, Office of the Chief Education Advisor, Pearson, UK

Vaithegi Vasanthakumar Associate, Office of the Chief Education Advisor, Pearson, UK

Fadi Khalek VP-Higher Ed & Voc Learning Solutions, Pearson Education EMA

Adam Black Chief Learning Technologies Office, Pearson ELT;SVP Efficacy and Global Scale of English Products, Pearson English, UK

http://www.online-educa.com/ap/programme_detail.php?id=LWL56

learning purposes: too often the timespan between the identification of technologies that have a potential for learning, the theoretical analysis of pedagogical implications, the piloting of such technologies and their adoption (first at small scale and then mainstreamed) is so long that the technology itself becomes out-dated compared to the changing environment and learning needs.

Pearson’s Efficacy Framework would be tested as a [e.g. stand-alone] means to support the different stakeholders to innovate in TEL / education. ELIG and Pearson have been working together to design a learnshop that would foster the hands-on experience of using the efficacy framework with test cases of technological innovations in order to examine:

i. Whether new innovations necessarily support learning enhancement

ii. The impact of existing learning theories on TEL practices to determine whether this has led / is leading to innovation

Existing knowledge through the Alive in the Swamp study can be leveraged to provide (http://www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf). Though the study had a K-12 focus, it might still be well suited to provide some general guidance and transversal (high-level) criteria / aspects that would apply to any type of education, and particularly in regards to digital innovations.

Our recommendation is that the “Alive in the Swamp” document is summarised in an outline form, with the facilitators to use some of the key questions of the innovation index as stimuli for discussion when facilitating the use of the efficacy framework in practice and to ensure a more specific and targeted steer for discussions.

Objectives

1. We want to further advance on the question of how the efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’

2. For attendees the learnshop would provide the opportunity:

a. To acquaint themselves with the efficacy framework as a tool to engender learning-focused discussions when assessing and evaluating prospective innovations

b. To be involved at the input phase of the project, allowing for feedback provided on evaluating the efficacy framework as a support model to be incorporated into future iterative decisions of the holistic model

c. To examine their own ‘case’ (or a sample case) through the lens of a rigorous and structured framework, providing the participant key takeaways at both the transversal and individual case level

Registered Address: Pearson plc, 80 Strand, London, WC2R 0RL Registered in England 53723 3

http://www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf).

Introduction to Efficacy

In line with the recent public commitment to efficacy (http://efficacy.pearson.com/) the learnshop is seen to be an appropriate showcase for the application of the efficacy framework to a wide variety of interested parties. Inside and outside Pearson “efficacy” has different meanings. At Pearson we have agreed on a definition of efficacy. Efficacy is defined as:

“A measurable impact on improving someone’s life through learning.”

We need to be able to identify the specific impact for a learner. Efficacy has direct and obvious applications for those who are designing and delivering products, services and solutions to learners. The Efficacy Framework was developed by Sir Michael Barber (Chief Education Advisor) and his team. It draws on best practices about delivery from Pearson, and the public and private sectors. The Efficacy Framework has two purposes: to understand whether we are delivering efficacy, and to identify a path to improve efficacy. This is outlined below, with the four key questions asked as part of the framework and a set of ratings for identification.


http://efficacy.pearson.com/

Pre-workshop actions

Participants are provided with a pre-determined template for the learnshop (see Appendix 1) to enable the workshop facilitators to deliver a bespoke and tailored session to ensure that mutual benefit for all parties is achieved. Cases brought to the workshop to be evaluated by the Efficacy Framework will be demonstrated in this template.

Guiding Principles

1. A clearly defined link between the scope of the workshop and the title outlined in the Educa Berlin documentation: “How to Guide Innovation in a Changing Education Ecosystem” and this is to be outlined in the initial introduction

2. A specific joint value proposition from Pearson and the HoTEL Project which outlines the aim to achieve both the intended outcomes for each party, as well as to deliver an engaging and thought-provoking workshop for the participant

Basic format (for 11:45 - 13:30 slot)

1. Introduction to the Learnshop and outlining the objectives (5mins)

2. Context: HoTEL Project and Pearson (10mins)

3. Introduction to efficacy (15mins)

4. The Efficacy Framework in Practice: (60mins)

5. Summary, reflections and Q&A, feedback (10mins)

Inventory in order to conduct the learnshop:

Beamer Printed copies of the Efficacy Framework and evaluation forms Brown paper, sticky dots, pens, post-it notes Hard copies of Asking More and The Incomplete Guide


Appendix 1: Case Study template

Joint ELIG Pearson Online Educa Berlin Learnshop


Friday 6th December 2013 - 11:45 - 13:30

Case Study Template & Background Information

This interactive Learnshop aims critically to reflect how to innovate in a profoundly changing education ecosystem. What are the opportunities for innovation within emerging lifelong and life-wide multi-stakeholder and multi-sided ecosystems?

The subsequent case information will form the base within the Learnshop to examine the case through the lens of a rigorous and structured framework, the Pearson Efficacy Framework, as a tool to engender learning-focused behaviours when assessing and evaluating prospective innovations.

Facilitators

Contacts:

Kelwyn Looi Andreas Meiszner([email protected]) ([email protected])


Andreas Meiszner European Learning Industry Group (ELIG), The Netherlands

Elmar Husmann European Learning Industry Group (ELIG), Germany

Kelwyn Looi Analyst, Office of the Chief Education Advisor, Pearson, UK

Vaithegi Vasanthakumar Associate, Office of the Chief Education Advisor, Pearson, UK

Fadi Khalek VP-Higher Ed & Voc Learning Solutions, Pearson Education EMA

Adam BlackChief Learning Technologies Office, Pearson ELT;SVP Efficacy and Global Scale of English Products, Pearson English, UK

mailto:[email protected]


Case Study TemplateGeneral Information

Name of Case :Case Website:Contact informationName & Surname:Institution or Company:Email:Stage of Development:

Initial – Idea / Research Project / Pilot / Prototype / Commercialised

Case Information1. Background & introductionBriefly describe the nature of the case

2. Conception and progress to dateHow did the case come about, what progress has it made to date, and what are plans for the future?

3. Outcomes & value propositionWhat are the intended outcomes & value proposition of the case with regards to enhancing learning and education?

4. Measures of achievements and successWhat are the intended (or already implemented) measures of achievements and success through the case life cycle? This could include the data that you will collect, examples of research activity etc.

5. ImpactWhat is the envisioned impact of the case, in particular on the wider education community and the changing education ecosystem?


Appendix 2a): Alive in the Swamp – A primer (http://www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf).

This report provides practical advice on how to navigate through digital innovations in education, and suggests where more innovation effort is needed. The report, from Michael Fullan and Pearson's Katelyn Donnelly, provides an actionable guide to learning technology that will allow founders, funders, and teachers to make better decisions. It identifies persistent gaps in innovation activity and points to what needs to be done if we are to finally make good on the promise of technology to transform learning.

Key applications to the workshop:

Objective

To leverage the Alive in the Swamp “Innovation Index” to provide more technology-focused questions aligned to the core efficacy framework.

The questions normally asked during efficacy reviews at Pearson have been used for the full suite of products, services, solutions, acquisitions and investments, including digital products, and adapted as necessary, so as to verify the diversity of use of the Efficacy framework.


http://www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf).

Appendix 2b): Alive in the Swamp – Supporting document

Rationale for questions:

1. To make transformative system improvements we need to know, with precision and clarity, what the learning goals are

2. Digital technologies that do not align with what is to be learned will likely not translate into learning enhancement

Outcomes

How clearly are the learning outcomes of the innovation defined?

Are the learning outcomes explicit and defined for learner and the organisation?

What is the quality of case model design?

Does the technology incorporate latest design principles for user experience?

Does the product accelerate learning?

Does this innovation have the ability to scale system–wide?

How expensive is the product or design change itself?

Is the product of sufficient value, demonstrated by learning outcomes, to justify change?

Are there hidden costs such as infrastructure upgrades?

Are there overall cost savings realised by the innovation?

Evidence

What is the quality of the assessment platform? Is it adaptive and does it include an optimal amount of detail?

Is it clear how the outcomes will be measured?

Is the technology integrated and seamless?

How does the learner use the assessment system to monitor and motivate his or her own learning?

How refined is the pedagogical underpinning?

Is 24/7 access and learning enabled?

Does the pedagogy reflect the latest global research, including the emphasison constructivism and real–world examples?

Planning

Is there a mechanism to ensure the pedagogy is updated?

Is the assessment system integrated into the pedagogy and learning curriculum?

Is the technology adaptable and highly connective?

How does the innovation implement in the whole system?

Is there a plan for scale based on world–leading change knowledge?

CapacityRegistered Address: Pearson plc, 80 Strand, London, WC2R 0RL Registered in England 53723 9

Is (Are) the clarity of case outcome(s) shared by all stakeholders?

What is the quality of the user experience? Is it engaging, efficient and intuitive?

is capacity building a central component of the strategy?

What support is provided to ensure the technology functions (for all parts including software, hardware, maintenance, electricity and connectivity?)

What is the nature of the implementation support provided?

How long is the implementation support or servicing in place for?

Is the support based on a culture of learning, risk-taking and learning from mistakes?

Does the innovation include user training and professional development? Are user development goals explicit?


Appendix 3: Pearson event feedback and evaluation questionnaire

Key: (1 = not useful at all, 5 = useful to some extent, 10 = extremely useful; please fill in the appropriate number into the box)

1. How useful was the Efficacy Framework as a support model to assess the impact of technological innovations on learning outcomes?

2. How useful was the workshop in aligning to your objectives? If you could suggest some improvements to the workshop, what would they be and how would they better align with your objectives?

3. What takeaways do you have from the workshop at the (i) (if relevant) Individual case level and (ii) In a general sense?

4. How will your learnings from the workshop influence how you approach

Overall Satisfaction

(1 = not at all satisfied, 5 = satisfied to some extent, 10 = extremely satisfied; please fill in the appropriate number into the box)

Additional comments


If you would be interested in further collaboration and exploring efficacy in more detail, then please do not hesitate to contact

[email protected]

In addition, please fill in your personal details below, if you would like to be contacted about future opportunities for collaboration. Note that your information will remain private and confidential:

Name: …………………………………………………………..…………………………………………………………..……………….

Country: …………………………………………………………..………………………………………………………………………..

Company: …………………………………………………………..………………………………………………………………………

Job Title: …………………………………………………………..…………………………………………………………..…………..

Email: …………………………………………………………..…………………………………………………………..………………..



Appendix 4: HoTEL event feedback and evaluation questionnaire


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