1

Learner-Centered Networks:A Proposal for a New

Education System

November 2007

Steve Jubb

Liz Lian

Katrina Scott-George

CLICK

2

We want to care…

… but the world’s systems are inadequate for caring.

• Our society is struggling to adapt to a rapidly changing world

• Commercial institutions have adapted and actively use new tools

• Institutions serving the public good have not been able to keep up

• As individuals, we feel limited in our ability to care for our world

Education is where we can start caring systems

Source: http://www.w3.org/2006/Talks/0427-sb-w3coverview-china/KidsHandOnGlobe.jpg

CLICK

3

Protection Strategies

•Collective Bargaining (working conditions, job security, evaluation)

•Lobbying (funding, labor protection)

•Organizing (protect, preserve, disrupt)

Compete & Defeat

• Outsourcing

• Choice

• Vouchers

• Charters

Reform Strategies

• Governance (City takeovers, LEA diversification, charters)

• Policy (certification, testing, accountability, choice)

• Incentives (Pay for performance, vouchers, choice)

Current education change efforts are a Battle for the Box, not for the creation of a new system

Free-market Innovators vs. Defenders of Public Education

Privatizers and Assimilationists Status Quo IncrementalistsWhat they believe about each other…

State & National

Preserve & Improve

• Strengthen contracts

• Teacher empowerment

• Local democratic control

• Organizing

LocalCapture & Control

• Leadership

• Human Capital

• Curriculum

• Assessment

CLICK

4

The Battle for the Box in their words…

"This will be the greatest opportunity for educational entrepreneurs, charter schools, competition and parental choice in America.”- Paul Vallas, Superintendent, New Orleans’ Recovery School District

“School reform is a slow, steady, labor-intensive process…. ground-level solutions, such as high-quality leadership, staff collaboration, committed teachers, and clean and safe environments, have the best chance of success.” - Carl Cohn, Superintendent, San Diego Unified School District

“It is a myth that making all kids proficient on state standards is some new and unrealistic directive by the federal government. Suggesting that California's goal is now impossible merely provides cover for those who are reluctant or unwilling to try.” - Rep. George Miller, Chairman, House Committee on Education and Labor

“I believe there is a place where no child is left behind, where all children achieve grade-level proficiency and there is no achievement gap. It is called heaven.”- Carl Cohn, Superintendent, San Diego Unified School District

CLICK

5

Headed for a wreck and stuck on the tracks

by C.D. Stuart

The crisis

• Persistent achievement gap (50+ years after Brown v BOE)

• Widening reality to expectation gap (100% proficiency by 2014)

• Innovation gap (21st century needs, 19th century schools)

People in the box left without a plan, directionless, unempowered.

CLICK

6

We need a ‘Blue Ocean’ strategy for creating a new education space

Align the purpose of education with the value of creating a caring world

Negotiate a new social contract: – establish a new social structure for learning – reframe equity

Redefine education as:– building a learner

network– transforming the

exchange of value

Create a new system architecture:– establish a common framework that guides

investments – realign activities to cooperate in a system of

caring for each learner – design to the needs of children

“Do something different from everyone else, producing something that no one has yet seen, thereby creating a "blue ocean". Raise and create value for the market, while simultaneously reducing or eliminating features or services that are less valued by the current or future market.”

CLICK

7

Each child has a unique combination of culture, context, learning styles, interests, rates of development, and goals.

• motivate and challenge learners to own their learning and pursue their interests within frameworks

• increase learners’ capacity to make decisions aligned with their goals with accurate feedback on progress in real-world terms

• create a resilient core network with strong adult relationships for every child that guides her choices as she pursues her learning

• create tools and systems that allow learners to access diverse learning opportunities through open, transparent, and dynamic networks and marketplaces

Create new organizations and new relationships that allow children to customize their learning

Close the resource gap

The resources available to children predict their success.

• expand the available resources by encompassing sources throughout society

• make more effective and efficient use of resources by allowing learners to control and use resources when they need them

• increase the efficacy of resources by unleashing learner’s motivation

The solution we propose

CLICK

8

Our observations about children define what ought to be true of a new learning architecture

Observations about children:

Every child is a learner.

If a child’s needs are met, her learning will become more expansive.

A child secures his own education. He can be taught but not educated.

A child’s time has value.

A child needs to be around adults to learn how to become adult.

Children learn ethical behavior by having real responsibility.

Learning is non-linear, and each child’s learning process is unique.

CLICK

9

Our observations about ourselves define what needs to be true of a new learning architecture

Observations about grown ups:

We act if we believe our actions will influence our future.

We are more likely to act in a group’s interest if the group can easily observe our actions.

We base our trust on a performance record over time and transfer it as reputation.

We cooperate once we have trust.

We secure better outcomes when there is cooperation.

We will act on a group’s behalf when we have equity in the group.

We will take risks to innovate for a system we feel invested in.

Our innovation increases with diversity.

CLICK

10

Internet 2002

NeuronLymph system

al-Qaeda

Our observation about how our universe is organized guides us in organizing for learning

yeast

CLICK

11

The child has a strong relationship with her parent

And gains access to her parents’ network of resources

She starts school and develops a relationship with her primary teacher

And gains access to her teacher’s networkAs she grows older she starts to form independent relationships within these networks

The child starts forming strong peer relationshipsAnd further builds her networkA strong network powerfully supports a child into adulthood.

Child

Primary care-givers

Primary teachers

Educational resource

Socio-cultural resource

Key

Peer

Every child is part of a network

CLICK

12

Care-givers may have a broken relationship with their child.

Parents may have a strong relationship with the child but a weak network to offer.

The child may have a broken relationship with their teacher.

The child may have a broken relationship with both teacher and parent.

Children isolated from positive adult networks form strong bonds with peers in similar circumstances.

Current learning networks easily break down and isolate learners

Child

Primary care-givers

Primary teachers

Educational resource

Socio-cultural resource

Key

CLICK

13

We can build better networks for childrenby redesigning the learner

network structureredefining the learner network interaction

renegotiating learner network exchanges

Power and access are built into the structure of a network

The nature of the interaction is guided by the relationships of the network and determines the relevance and rigor of the learner’s experience

Network exchanges allow learners to secure the caring, learning and content resources that facilitate their learning and development

The structure of the current learning network breaks down, easily isolating learners, especially those most dependent on the system

The current interactions of our learning network are often shallow or artificial and based on external measurements that mechanize learning

Learners are captive of systems that push content at them, that is often inappropriate, outdated, or irrelevant to the individual learners

AUTONOMY increases the power of the learner

OPENNESS increases access to resources available

INTERNAL ACCOUNTABILITY increases the significance and impact of relationships

REAL-WORLD RELEVANCE authentically connects the learner to the real world

TRANSPARENCY allows learners to see available resources and evaluate potential exchanges with better information CHOICE allows the learner to select resources aligned to her purpose and learning style

A robust network for every child

A rich, resilient, responsive (the 3 R’s) network for every child

Real value is exchanged between the learner and providers of caring, learning and content resources

Def

init

ion

Pro

ble

m

Sta

tem

ent

Des

ign

P

rin

cip

les

Gu

aran

tee

CLICK

14

INTERNAL ACCOUNTABILITY increases the significance and impact of relationshipsTRANSPARENCY allows learners to see additional resources and evaluate potential exchanges with better information

CHOICE allows the learner to select resources aligned to her purpose and learning style

We can build better networks for children and transform their learning experience and success

REAL-WORLD RELEVANCE authentically connects the learner to the real worldAUTONOMY increases the power of the learnerOPENNESS allows the learner to build a more robust network

State$$$$$$$

District$$$$$

School$$$$

Classroom$$

Child$

Parent

Child

and increases access to network resources

We can create robust, responsive networks with rich relationships that guarantee that real value is exchanged between the learner and providers of caring and learning resources

Children are at the bottom of a hierarchy of power and resourcesParents must act as advocates for their children in the bureaucracy, but have little power

Children and families are trapped and powerless in a system that does not use resources effectively and is not serving most children well

Current State

CLICK

15

Networks expose the real resource gaps in a child’s education

Child Gov’t resource

Family resource Other resource

Key

We can redefine available resources to create more robust networks for children

CLICKCLICK

16

Necessary resource levelRes

ourc

esThe resource gap must be closed or we won’t be able to close the achievement gap

Gov’t funded Family Other

Key

CLICK

Family A Family B Family C Family D

17

2 covers of a textbook or anyhow?

4 walls of a classroom or anywhere?

6 hours of a day or anytime?

9 months of a year or any day?

13 years of a life or any age?

Removing constraints to learning and increasing learner choice unleash the most powerful resource of all - a motivated learner

CLICK

18

Child Learner

Family

Key

Advocate

Guide

Creating a Network Nucleus (Nux) for each child will strengthen and reinforce the existing family role and help the learner in two critical areas:1. building the learner’s core network 2. navigating and selecting other network resources

Learners need strong relationships to help them build their networks and navigate learning choices

Advocate• caring role that forms deep bonds and persists over time

(~ godparents/extended family)

Guide• supplements family as filter for assessing learner and

securing right resources for learning at the right time

Family• provides love and context for the child and is usually the

primary supporter and decision-maker for the learner

CLICK

Learner• takes responsibility for defining purpose and setting

learning goals

19

Communities locate the learner within a broader context for learning and offer valued social functions:– Safe care for children while primary care-givers are working or engaging in

other activities– Social activity, group play and fun– Socialization and moral development– Practice navigating groups and societyExamples of communities in which the Nux will help to facilitate the learner’s

participation:– Guide-based community – Place-based community– Interest-based community– Activity-based community– Spirituality-based community

Nux role 1: help the learner build a core network that provides communities of caring and learning

Relational, reciprocal, volitional, gift exchange, individual long-term

Characteristics of core network links

20

Nux role 2: support the learner in navigating network resources and achieving learning goals

A Membership Market ensures a supportive, self-governing provider space aligned to the values of the community.

Learning Mediators

Content Providers

Caring Providers

Exchange Filters

Exchange filters facilitate the identification and connection with resources of value.

Knowledge Frameworks allow learners to align their purpose with an expanded context of the world.

The Network Nucleus helps the learner access network resources and navigate learning choices.

CLICK

Functional, skill-based, commodity exchange, short-term.May eventually become part of the learner’s core network.

Characteristics of network resource links

21

The VISION of a caring system supporting each learner will:

–Leverage natural principles of human systems

–Establish a new social structure for learning

–Use new, supportive technology applications

Society will demonstrate the VALUE of caring through:

–Designing around natural characteristics of children

–Innovations that close real educational equity gaps

–Individuals and organizations who care in new, cooperative ways

Desired outcomes of a caring education space

A new education space will bring about the value of caring through its vision of learner-centered networks.

CLICK

22

Theory

of

Motio

n

Getting from here to there

Theory of

Construction

Develop Supply

Stimulate Demand

Individuals/CommunitiesInstitutions/Companies

Theory o

f

Change

Theory of Doing

Vision and Value

CLICK

23

Build w

ill to

take acti

on

toward a new

paradigm

• Get individuals/communities believing and engaging– Communicate ideas and vision– Listen to what people have to say (to modify ideas)– Listen for where energy is ready to be released– Offer or connect to avenues of action consistent with

values– Put pressure on the current system– Create demand for something new (political will)

Getting from here to there - demand side

Theory of Motion (Build WILL)Sta

rt do

ing

work

cons

isten

t

with th

e

visio

n an

d

valu

es

• Get individuals/communities doing– Use the motion of people to get things started– Focus energy on prototyping key ideas– Learn and adapt model based on experience– Change expectations– Create demand for growth and development of

a new architecture

Theory of Doing (Get it GOING)

CLICK

24

Getting from here to there - supply side

Build

a

scala

ble

mod

el

Theory of Construction (Get it GROWING)

• Get institutions/companies building – Scaffold design and implementation of

architecture components– Identify partners for design, incubation and

engagement on each component– Develop a new architecture for learner-centered

networks (supply)

Chang

e

beha

vior t

o

bring

abo

ut

new p

arad

igm

Theory of Change (Change BEHAVIOR)

• Get institutions/companies re-conceiving and cooperating– Communicate ideas and vision – Disconfirm current paradigm– Create urgency– Provide safe pathway to new paradigm– Create framework for new behaviors– Commit to supporting the development of a new

paradigm (supply)

CLICK

25

Doing

Demand

Supply

Moving

New system development model

Disconfirm

Re-conceive

Convene

Cooperate

Engage

Understand

Adopt

Champion

Individuals/Communities

Institutions/Companies

Changing

Implement

Incubate

Invest

Design

Constructing

Vision

Launch

Blueprint

Prototype

Pilot

CLICK

26

Appendix

27

The Learner in a learner-centered network has new expectations and responsibilities

The Learner’s Responsibilities• I will build and manage my network of resources for transition into adult life.• I have final responsibility for securing my education.• I have the power and responsibility to determine the value of the learning-

teaching-doing exchange.

The Learner’s Expectations• Learning happens anytime, anywhere and is not linked to one place and time.• I have the power to determine the goals, learning plan and the value of learning

resources.• I have the responsibility to educate myself by building my network and adding value.• My time is valuable. Resources depend on investment of my time and attention.• Learning is a two-way process. While I learn, I can help others learn.

CLICK

28

A new social architecture supports the learner: a core network or Nux (family, guide & advocate)

The Nux helps the Learner develop her own network of learning, caring and content resources.

Specifically, the Nux role in the Learner’s development is to:

• Guarantee network structural robustness

• Guarantee network interaction richness, responsiveness, resiliency

• Guarantee value of the network exchanges

• Facilitate the flow of care, learning and content relevant to the Learner.

Learner

Guide Advocate

Family

Nux

CLICK

29

The Nux roles bring robust, yet differentiated support to the Learner’s development

Guide Family Advocate

Primary Role • Supplements family as filter for assessing learner and securing right learning resources at the right time.

• Sees learner in context of other learners, and supports learner through a developmental phase

• Provides love and context• Serves as primary source

for care and resources• Serves as primary

decision-maker for the Learner

• Caring role that forms deep, lasting bonds

• Supplements family within the Learner’s core community of intangible value exchange

• Offers additional gender-alike role models

Role Characteristics

• Authentic learner-doers• High emotional intelligence

and cross-cultural skills

• Willingness to enter nux relationship and social contract for learner

• Geographically accessible community members

• Trustworthy, caring learners

Preparation • Guide orientation• Guide internship with

concurrent training

• Family orientation • Advocate training• Advocate apprenticeship

Time Commitment

• 2-5 years’ minimum with same learner

• 20-100% year-round time commitment

In addition to individual learner support,

• Weekly communications with nux roles

• Permanent role• 10 hours per month per

learner • Year-round

Common Orientation

• Holds values of learner-centered networks• Sets high expectations for self and learner

CLICK

30

Guide Organization

Advocate Organization

Family Organization

Nux Layer

Nux

Guide Advocate

Developing robust learner-centered networks requires a new social architecture

A Social Contract ensures full network resources for each learner and family through participation in a new learner-centered architecture.

Learner

Family

The Guide and Advocate are new roles that provide the learner with a resilient and rich core network, or the Nux.

The Nux Layer provides organizational support to the core network roles and relationships ensuring depth and responsiveness.

CLICK

31

The Learner can access a coherent set of resources from the Membership Market

The Membership Market offers the Learner the learning, caring and content resources needed for her development.

Membership Market Principles

• Ownership by participation• Self-organizing• Distributive power and functions• Distributive governance• Co-opetition• Unity of purpose with organic

adaptation

Membership Market Characteristics

• Define common standards• Ensure robustness of provider

networksLearning Exchange

Network

Content Access Providers Network

Caring Exchange Network

CLICK

32

Each type of Membership Market organization develops the Learner on different dimensions

Learning Mediators Content Providers Caring Providers

Primary Role • Mediate learning for Learners

• Provide access to content • Mediate care for the well-being of the child

Value Domain • Skill • Knowledge• Capacity

• Knowledge • Will• Well-being• Community

Representative Services

• Teaching• Experiential programs• Internships• Mentorship

• Publishers• Curriculum developers• Authors

• Health• Safety• Social services

Common Orientation

• Holds values of learner-centered networks• Embodies continuous learning

Common Interfaces

• Nux• Other Service Providers

CLICK

33

The Knowledge Framework provides context for the learner to identify resources of value

Knowledge Framework

The Knowledge Framework maps learner purpose within the context of world knowledge.

Knowledge Framework Principles

• Ownership by participation• Guided by learner purpose• Continuous learning system

Knowledge Framework Characteristics

• Provide multiple frames for knowledge

• Map learner purpose to knowledge resources

CLICK

34

The Exchange Filter facilitates the fulfillment of learner needs

Exchange Filter

The Exchange Filter acts as a resource filter for the Nux and builds links between the Nux and selected resources.

Exchange Filter Principles

• Ownership by participation• Driven by learner purpose• Continuous learning system

Exchange Filter Characteristics

• Define learner criteria for finding resources

• Collect and provide relevant data to learner/provider

• Verify identities• Establish the connection between

learner and provider

CLICK

35

Each Exchange Filter component contributes value in the exchange

Resource Filter Identity Layer Link Startup

Primary Role • Assists nux in identifying resources that fulfill learner purpose

• Serve as a medium for exchanging learner and provider history and context

• Facilitate building links among learners and resources

Functions • Resource selection • Learner profiling• Provider profiling • Identity verification

and update

• Coordination of learner-provider matching

• Execution of initial value transaction

Required Tools • Resource selector • Learning identity • Resource exchange• Link builder

CLICK

36

A new shared infrastructure requires new tools for the learner and the nux

Tool Name Description Primary Function(s) Primary Users

Nuxnet Shared communication and information medium for nux roles

• Serve as private learner-focused communication space

• Collect feedback and data on Nux health

• Learner• Family• Guide• Advocate• Nux Layer

Knowledge Map

Repository that maps new and existing knowledge areas to learner interest/purpose and provider services

• Map knowledge assets • Nux Layer • Resource

Selector

Resource Selector

Mediation of nux selection of and connection to learning, content and caring resources

• Filter resources according to defined criteria

• Learner • Family• Guide• Advocate

Resource Exchange

Financial resource exchange

• Facilitate valuation of resources• Distribute financial resources• Execute market transactions

• Family• Providers

CLICK

37

A new shared infrastructure requires new tools for the learner and the nux

Tool Name Description Primary Functions Primary Users

Learning Identity

Common learning identity standard for individuals and organizations

• Define individual, network and organization identities

• Maintain learning transaction history

• Maintain profiles for learners and providers

• Map learner networks• Report summary transaction

statistics

• Learner• Guide• Providers• Nux Layer

Network Identity

Network mapping for learners

• Map learner network• Evaluate network robustness

• Learner• Family• Guide• Nux Layer

Link Builder Startup of learner-provider connection

• Verify and update identity• Optimize learner-provider

groupings• Establish nux-provider

communication link

• Learner• Family• Guide

CLICK

38

A learner identity facilitates the determination of value

Learner Characteristics

Age

Competencies

Skills

Network identity

Exchange history, which includes:

•Exchange ratings

•Network affiliations

Special needs

A learner identity is the unique aggregation of these elements for a learner.

Society determines the value of learning from the exchanges of a learner’s network.

CLICK

39

A network identity facilitates determining the level of network robustness

Network characteristics describe:

Network size

Network shape

Network interconnectivity

Network diversity

A network identity describes the topological robustness of a unique network.

CLICK