what are universities for? project-based learning in the ... · adaptive learning open online...
TRANSCRIPT
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What are universities for? Project-based Learning in the New Digital Ecosystem
Randy Bass (Georgetown University)
WPI Project-based Learning Institute
June 23, 2016
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The future of higher education, and indeed the very survival of your institutions, entirely pivots on what you will be doing the next three days.
CORE MESSAGE
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If we were designing the university for this moment in history what
would it look like?
The Design Question
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What will the conditions of knowledge, technology, learning
and work be in 15 years?
What kind of graduate would we want to produce?
“The Future of the University as a Design Problem”Profs. Ann Pendleton Jullian and Randy Bass
2030: Designing for context not content
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i u g i/ y o o - g e e /
naman delbert esi
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iugi: unlock the future
W H A T I F G E O R G E T O W N C O U L D P R O M O T E K N O W L E D G E
S Y N T H E S I S T H R O U G H C O L L A B O R A T I V E P R O J E C T S F R O M
D A Y 1 T O G R A D U A T I O N , I N V O L V I N G S T U D E N T S ,
P R O F E S S O R S , S T A F F A N D P R A C T I T I O N E R S ?
S Y S T E M F E A T U R E S
I U G I S
U N L O C K I N G M E C H A N I S M
S K I L L S - B A S E D C O R E
D A S H B O A R D
P O R T F O L I O
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iugi
Iugis are project families that reverse the course-centric learning model.
`
`̀
Online Course
Lecture series
Reading
cluster
`
Class/knowledge
Lab
Today Tomorrow
Knowledge
Packets
IUGI
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iugi taxonomy
1 2 3 4
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If we were designing higher education for this moment in
history what would it look like?
The Design Question
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Jack DeGioia, President, Georgetown
Three interlocking and inseparable elements of the University:
• Formation of men and women
• Knowledge-creation through scholarship and research
• Public Good and the Common Good
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Formation (Whole Student)
Transformation
Integration
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External Forces of Potential Disruption
Skill-based Learning
Data Analytics / Adaptive Learning
Open Online Courses Public Funding
Accountability
Expanded access
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Public Accountability
Return on Investment
Completion
Employability
Learning?
Competing Visions & Definitions of the Purpose of Higher Education
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Changing Student Demographics:
An Emerging New Majority
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Data Analytics / Adaptive Learning
Skill-based Learning
Open Online Courses
The Onrushing
Digital Revolution
Scale
Automate
Reduce instructional
costs
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“Unbundling = Equity”
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Purdue-Gallop Poll on Engaged Work and Flourishing
Two most important predictors of success:
1) Adult mentor who cared about you
2) Sustained project
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Purdue-Gallop Poll on Engaged Work and Flourishing
64% I had a professor who made me excited about learning.
27% Professor cared about me as a person.
22% A mentor who encouraged my goals and dreams.
14% had all three.
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Purdue-Gallop Poll on Engaged Work and Flourishing
32% A long term project that took a semester or more to complete.
30% Internship or job where applied learning.
20% Extremely involved in extracurricular activities or organizations.
%6 of all graduates
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Networks of
Networks
Data & Algorithms
ParticipatorySocial
Creative
Abundant and open resources
Digital Ecosystem
Bad Combination: Narrow academic aims in silo’d environments + narrow
(commodified) version of the digital
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Networks of
Networks
Data & Algorithms
ParticipatorySocial
Creative
Abundant and open resources
Digital Ecosystem
The great tension of our time in education is between integration and dis-integration.
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Two paradigms of education
Integrative (bundled, holistic, coherent):
Curricular & co-curricular conceived as part of a whole
Knowledge, skills & dispositions
Connections & integration
Design of learning experiences for whole
person development
Disintegrative (unbundled):
Design of discrete or granular learning experiences
Elementary and discrete competency-based learning
Learning decoupled from formal boundaries
Analytics that track narrow or micro learning
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Two paradigms of education
Integrative (bundled, holistic, coherent):
Disintegrative (unbundled):
Design of discrete or granular learning experiences
Elementary and discrete competency-based learning
Learning decoupled from formal boundaries
Analytics that track narrow or micro learning
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Two paradigms of education
Integrative (bundled, holistic, coherent):
Curricular & co-curricular conceived as part of a whole
Knowledge, skills & dispositions
Connections & integration
Design of learning experiences for whole
person development
Disintegrative (unbundled):
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Two paradigms of education
Integrative (bundled, holistic, coherent):
Curricular & co-curricular conceived as part of a whole
Knowledge, skills & dispositions
Connections & integration
Design of learning experiences for whole
person development
Disintegrative (unbundled):
Design of discrete or granular learning experiences
Elementary and discrete competency-based learning
Learning decoupled from formal boundaries
Analytics that track narrow or micro learning
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Rebundling: Toward a New Synthesis
Disintegrative (unbundled):
Design of discrete or granular learning experiences
Elementary and discrete competency-based learning
Learning decoupled from formal boundaries
Analytics that track narrow or micro learning
Integrative (bundled, holistic, coherent):
Curricular & co-curricular conceived as part of a whole
Knowledge, skills & dispositions
Connections & integration
Design of learning experiences for whole
person development
Disintegrative in service to the integrative
If we were designing higher education for this moment in history what would it look like?
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Formal undergraduate
curriculum
Experiential co-curriculum
Experiential co-curriculum
Experiential co-curriculum
Study abroad Undergraduate research
Community-based learning
First-year Seminars
Writing-intensive Capstone courses
Collaborative Assignments
Where are the “high-impact practices” located?
Student AffairsAdvising
Internships
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Formal undergraduate
curriculum
Experiential co-curriculum
Experiential co-curriculum
Experiential co-curriculum
Accountable talk and thinking
Meet challenges to perspectives and belief, take risks, operate outside comfort zone
Get (and give) frequent and meaningful feedback
Make daily decisions –judgment in uncertainty
NEW ECOLOGY FOR LEARNING
What makes High Impact Practices high impact?
Invest time and effort (time on task)
Opportunity to integrate, synthesize, make meaning
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High impact integrative Curriculum
Formal undergraduate curriculum
Experiential co-curriculum
Foundational KnowledgeSome generic and interchangeableSome institutionally-distinctive expertise
Local and IdentityJesuit and Catholic
Mentor-basedtradition
Residential, Diverse
Blendedinteractive online
Massive Online
Institutional Brand and
Identity
Engaging DifferenceEthical JudgmentSelf-ReflectionPractitioner education, leadership
HOW DO WE DESIGN
FOR THIS CENTER?
Rebundling
Project-based Learning
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What does project-based learning look like in a rebundled university?
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With Bret Eynon, LaGuardia
Community College
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Four Design Principles: A Vision for Rebundling
Learner-centered
Networked
Integrative
Adaptive
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Design Principles for a Rebundled Institution
Learner-centered
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“whole person”
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Educating the whole person?
“formation”
Dispositions: Learning to learnCritical thinkingCreativity Curiosity Resilience EmpathyHumility Ethical Judgment
Striving to cultivate a balanced person, with intellectual, affective, imaginative and reflective capacities.
Knowledge + Skills + Dispositions (+ Values)
“HARD SKILLS”
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Formation by Design (FxD)
“We believe that an education that is designed for the whole person—developing knowledge and skills within the wider traits that characterize learning, engagement, reflection, and integration—prepares students for a lifetime of success in a rapidly changing, complex, and uncertain world.”
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Design Principles for a Rebundled Institution
Learner-centeredIs project-based learning empowering students? Are you designing
project-based learning to cultivate broader holistic outcomes?
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Design Principles for a Rebundled Institution
Learner-centeredIs project-based learning empowering students? Are you designing
project-based learning to cultivate broader holistic outcomes?
Networked
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LOCATION OF GEORGETOWN STUDENTS ENROLLED IN THE ONLINE COURSE “SOCIAL JUSTICE INTERSECTIONS”
SOCIAL JUSTICE INTERSECTIONS
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Georgetown University Center for Social Justice UNXP 130: Intersections of Social Justice (online, 1-3 credits)
Reflection
1 82 3 4 5 6
7
Conflict Analysis
& Mapping
Communication &
Community
Partnership
Peace Education
1 color (red, orange, blue) + purple = 1 credit
2 colors (red, orange, blue) + purple = 2 credits
3 colors (red, orange, blue) + purple = 3 credits
Weeks
Social Media &
Social Change
Managing Difficult
Conversations
Social Justice
Program Planning &
Design
Monitoring &
Evaluation (M&E)
Data Analysis &
Visualization
Grant &
Proposal Writing
Summer 2015
Proposed for
Summer 2016
“Experience Wrapping”
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URBAN STUDIO
One-year long credit-bearing “studio” for urban studies projects.
Student apply with a project.
Work collaboratively.
Mentored by multiple faculty and peers.
A “Iugi”
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Design Principles for a Rebundled Institution
Learner-centeredIs project-based learning empowering students? Are you designing
project-based learning to cultivate broader holistic outcomes?
NetworkedIs project-based learning enabled by social learning, and a broad
concept of mentorship? Are you creating porous boundaries between the university, the local context and the world?
Integrative
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ePortfolio Initiatives Make Student Learning Visible
ePortfolio initiatives support reflection, social pedagogy, and deep learning.
ePortfolios hels students reflect on
and connect their learning across
experiences. Advancing higher order
thinking and integrative learning, the
connective ePortfolio helps students
construct purposeful identities as
learners.
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Addressing the Whole StudentPurposeful Self-Authorship
Advisement & Academic Planning
Connecting w/ Faculty & Students
External Audiences
Learning Across Disciplines
Learning Across Semesters
Formal Academic Curriculum
Co-Curricular & Lived
Experiences
Students’Integrative ePortfolioPractice
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Building my ePortfolio Agree/Strongly Agree
Helped me make connections between ideas 75.6%
Helped me think more deeply about course content 64.4%
Allowed me to be more aware of my growth & development as a learner
69.3%
My (ePortfolio-enhanced) course engaged me in… Quite a Bit/Very Much
Synthesizing & organizing ideas, information or experiences in new ways
83.1%
Applying theories or concepts to practical problems or in new situations
77.2%
My course contributed to my knowledge, skills and personal development in understanding myself
78.6%
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Making Learning Visible to Others
ePortfolio as a Social Pedagogy
• Feedback, Peer Critiques
• External Audiences –Family, Professionals, Experts in the field
• Collaborating on Shared Projects
• Constructing Sustained Knowledge Communities
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Building my ePortfolio helped me to make connections between ideas…
37.6
82.3
49.1
89.2
0
20
40
60
80
100
Low InstructorFeedback
High InstructorFeedback
Low StudentFeedback
High StudentFeedback
% Agree/Strongly
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Reflection and Connection
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What Does it Take to Make a Difference?
http://c2l.mcnrc.org/
Reflection is the bridge between Inquiry and Integration.
Kathleen Blake Yancey defines reflection as the centerpiece of powerful ePortfolio learning.
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What Does it Take to Make a Difference?
http://c2l.mcnrc.org/
Reflective pedagogy transforms ePortfolio from a push-button technology into an engaging process of connection, integrating academic learning, life experience, and profound processes of
personal growth.
Kathleen Blake Yancey defines reflection as the centerpiece of powerful ePortfolio learning.
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Design Principles for a Rebundled Institution
Learner-centeredIs project-based learning empowering students? Are you designing
project-based learning to cultivate broader holistic outcomes?
NetworkedIs project-based learning enabled by social learning, and a broad
concept of mentorship? Are you creating porous boundaries between the university, the local context and the world?
IntegrativeIs project-based learning serving an integrative function for students,
faculty and the institution?
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Design Principles for a Rebundled Institution
Learner-centeredHow are you empowering students? Are you scaffolding agency?
NetworkedAre you designing for communities of practice, social learnig, and a broad concept of mentorship? Are you creating porous boundaries
between the university, the local context and the world?
IntegrativeIs project-based learning serving an integrative function for students,
faculty and the institution? Are you designing for connections and coherence?
Adaptive
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Assessment FORStudent, Faculty &
Institutional Learning
Ground assessment in the authentic work of faculty & students.
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Northeastern University
• “[based on our read of the portfolios… the redesign transformed the program from a collection of courses into an intentionally designed learning experience… from a ‘degree with a portfolio requirement’ into a portfolio program whose students graduate with a collection of signature work that evidences their capabilities.”
“Are we who we think we are? ePortfolios as a Tool for Curriculum Redesign.” Gail Matthews-DeNatale
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Design Principles for a Rebundled Institution
Learner-centeredHow are you empowering students? Are you scaffolding agency?
NetworkedAre you designing for communities of practice, social learnig, and a broad concept of mentorship? Are you creating porous boundaries
between the university, the local context and the world?
IntegrativeIs project-based learning serving an integrative function for students,
faculty and the institution? Are you designing for connections and coherence?
AdaptiveAre you assessing project-based learning in ways that serve
institutional learning?
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Design Principles: a Vision worth Working Toward
Learner-centeredPBL as empowerment for the whole person
NetworkedPBL as connecting students and the campus to the world
IntegrativePBL as the nexus of integrative learning
AdaptivePBL as the engine of institutional learning
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High impact integrative curriculum
Foundational KnowledgeSome generic and interchangeableSome institutionally-distinctive expertise
Local and Identity-specific
Urban settingCommunity-based
Mentor-basedResidential, Diverse
Project-based learning in a rebundled university
Contribution to a knowledge community
Unstructured complex problemsAuthentic workInterdisciplinary InquirySocial learning
Self-authorship
Reflection and sense-making
Students learn on an arc that moves them inward and
outward
Opportunities for integrating theory and
practice, connecting disparate learning
experiences
Formal learning Informal learning
HOW DO WE DESIGN
FOR THIS CENTER?
Project-based Learning
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Knowledge of a domain Knowledge of the world
Knowledge of yourself
Heidi Elmendorf, Ph.D.Biology, Georgetown
Formation
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The white space of … formation, transformation and whole student development
Domain Knowledge
Knowledge of the world
Knowledge of yourself
New paradigm for higher education? The place of project-based learning?
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The future of higher education, and indeed the very survival of your institutions, entirely pivots on what you will be doing the next three days.
CORE MESSAGE
Project-based learning enables colleges and universities to be their best, most authentic selves.