forward thinking in technology and learning

The business world needs more technical people who can interact with non-technical people. We need more non-technical people who can interact with technical people. We need more non-technical people to develop technical skills. We need more technically-trained people to develop business skills. And we need more business-trained people to develop technical skills.

Having spent many years in the Computer Science classroom, I developed a pretty good understanding of how digital natives interact with technology.

The biggest thing I noticed is that their tech device is a part of them like a wallet is to an older generation, or a car to another generation. It’s not something they necessarily appreciate, it just IS. Just like you and I jump in the car to drive to TacoBell, we don’t even think of the decades of work that went into car technology. Some of us love our cars and have chosen to get really good at “under the hood.” Same thing with digital natives, some of them are really good at “under the hood” such as coding , electronics, or cybersecurity. And some of us are just power “users” of our cars , meaning we don’t necessarily know how the engine works, but we can drive the heck out of the car, onroad or offroad. And some digital natives are especially good at using and exploring the functionality of the technology

Sometimes we assume simply because students grew up with technology, that students are wizzes at every aspect of that technology. So, this is really no different than any other subject area or industry, if you want to be a power user of technology, then you master Excel, PPT,Word, Movie Maker, Photo Editing, Tik Tik, and the settings screen on your IPhone. If you want to explore technology as a career, then you master the skills of Computer Science, I.T. or Cybersecurity. Or if you just want to use it minimally, then that is ok as well. There are digital natives who fit into each of those categories. #digitalnative

Education is famous for being an incredibly slow moving body when it comes to change. But if anything good came out of Covid, we learned that we can adapt and learn new ways of doing things.
  
Teachers: Learned that they can utilize technology to reach their students in new ways. They learned to experiment in their classroom to find out what works. They learned that it is ok to make mistakes and to not have all the answers. 
Students: Learned that learning can be more engaging and that learning does not have to begin at 8:00am and end at 3:00pm. They learned to be empowered to learn on their own.
Schools:  Learned to give more freedom to teachers to explore possibilities in the classroom.  Learned that education can happen in a variety of ways. They learned that procedures and policies of the past are not applicable in post-covid school.

What does this mean?

Education pre-covid had not really changed in several decades; we were basically doing education like we did since the 50s. Now is the chance to redefine

• What we need from education
• What we want from education
• When, where and how education is delivered

Those schools that truly explore these questions will not only survive, but will pave the way for learning to finally transform into the modern era. This is true for K-12 as well as higher education.

The assumptions, traditions, policies, procedures, and priorities that existed pre-covid–toss ’em out the window and start fresh!

Let’s ask, explore, and figure out what assumptions, traditions, policies, procedures, and priorities we can embrace and develop so that education reaches students in ways unlike we ever have.

What does innovative and engageing learning in this new world look like?

This post is in reference to this article

Why not take the opportunity to look at every facet of education, keep the parts we love, kick out the parts that are useless, fix the parts that broken, update the parts that are out of date, rethink the ones that are not quite doing what we want…in other words lets ask questions about every component., and be ready to accept whatever answers we get. 100% agreed if we are seeing schools just go right back to the older decade out of date style, those schools will fail by failing our students. But this is not going to be easy. We are past the point where we need to blame anyone or anything. We are where we are; we got what we got. We need compromise, civil discussion, brainstorming, collaboration, listening….and then we need action, decision, and honesty. Students can start by talking with their teachers. Teachers can start by talking with administrators. Administrators can start by talking to city and state and national leadership. Parents can start by talking to teachers, administrators, and politicians. State and local educational leaders can start by listening to students, teachers, administrators, parents, and business owners. Let’s start asking questions now.

First: Watch this
To anyone out there involved or interested in K-12(and even higher ed) education, find 5 minutes to watch this TODAY. What we need in education really comes down to 3 things: 1) mastery learning where students learn at their own pace, 2) flexibility where students don’t all have to learn the same thing in the same way , and 3) divergent outcomes where we accept that there are numerous ways to define success. In some ways, school in the way we do it now is actually limiting to many students. The entire premise of education is based on the “average student”, but yet that “average” student does not even exist? Every student is unique. We can do better. What I challenge this audience to do in the comments is suggest ideas on how we get there…not pie in the sky ideas, but ideas that can grow roots and grow.

This post is based on this article

It is important that we are having this discussion. But, as the article says, it’s not black and white. In some areas, demand in the workplace is high enough where a full 4 year degree is not necessarily the best option. Somewhere in this discussion has to be the nature of the 4 years degree itself. We spent our time in K-12 experiencing liberal arts where we explore all subjects, then in college we still spend the first 2 years doing that again. I would be interested in seeing options for the a degree 1) full degree as we have always done and 2) just the in-subject core classes required for graduation, 3) core-classes + x optional classes. Employers and society can decide which is most effective. It may be that some degrees do require more general education coursework, while others such as engineering might just focus on core subjects. Perhaps the core subjects are offered for the main degree, then if needed, students can “add on” course work after gradation to enhance their degree, kind of like a la carte. Either way, the traditional model of college will soon be dead. Just like every industry, it must adapt to stay relevant.

No question that schools earn their tuition when students are on campus. There are great academics, clubs, service projects, sports, study groups, friends and peers, amazing learning experiences in the classroom, fun gathering places, assemblies, speakers, cool research projects, activities, groups, student government, career search assistance, art exhibits, school newspapers, intramurals, student demonstrations, practices, games, extra help, and of course amazing faculty, and staff who will drop whatever they are doing to help a student or parent. The energy on a school campus is electric.

In great schools, it is what happens outside of class that makes them great. Of course great academics are the foundation upon which all that happens, but these “extra” elements are where the real value comes from.

As we look to finish out the year virtually. As we look to fill our summer programs virtually. Even as we consider what the fall semester will look like, private schools, universities, and colleges must be asking a different question: What is our new value proposition?

Online learning, in some ways has leveled the playing field. Within the schools that are able to offer online education to its student population, most are getting by teaching math, science, history, art, computer science, language, and even physical education. And yes some creative teachers have found ways to be more effective than others in that teaching, but overall the new learning is relatively equal. What I mean is that there are not really any visible way to distinguish features, at least not enough to distinguish excellent learning vs good learning.

Private schools K-12, private and public universities and colleges, suddenly have to define what it is that they can offer that distinguishes them from their competition. In some cases depending on where you are located and who your audience is, just offering classes online might be enough, or at least minimally enough. Or is it?

Tuition, whether to a K-12 private school, public university, or private college can go from a few thousand to tens of thousands of dollars. Our traditions, extra-curriculars, intangibles, and activities that go on inside of the buildings on campus are what justify that amount.

How can you justify that amount when those elements are no longer part of the equation?

You have to define your value proposition. Why would people pay you money, especially when that money is hard to come by… especially if there is a similar product elsewhere for less, or even free. What are you doing for your constituencies that others are not? Are online classes alone worth the value of the tuition? Are you able to offer the exceptional quality of learning online? Better yet, do you even know how you will determine that? What else are you doing?

There are 2 things you have to do right now.

Make it clear to your constituencies that you are trying hard, pushing the envelope, reaching out, thinking out-of-the-box, experimenting, taking advantage of every tool you can. You are doing everything in your power to earn their tuition dollars. Your community must be aware of everything that you are doing. Communication, marketing and advertising are vital. Get the word out. Get in the paper. Get on TV. Get on the radio. Get on social media. Send regular correspondence via email. Make phone calls. Send out newsletters, surveys, and brochures. Let the name of your school be in their mind throughout this. The best complaint you can have now is that you are communicating too much. Let your school be a known in the middle of these unknown times.

Go back to your mission statement. Read and re-read it, and then get your best team members together and figure out how your school can accomplish your mission given the new circumstances. Think hard, study the words, what can you do right now, think in-the-box and think-out-of-the-box, what is at the core of the mission. And by the way, failure is an option here!! Meaning: it is OK to try things. Some of those ideas may not work out as planned, but your students and families will appreciate the attempt. Get back up and try again.

In times like these with more unknowns than knowns, schools have to re-define their value propositions.

This morning I went to an art gallery that was completely empty.–and loved it. It was empty until I put on my Halolens. Then the entire gallery came to life as it filled with vibrant 3D colorful artwork, moving statues, and interactive explanations. It was 100% immersive augmented reality…and amazing. I could not help think of what this would look like in the office and the classroom? Imagine taking a potential client through an entire 3D experience of life with your product/service. They don’t just hear your pitch, they feel it and interact with it. What if students could actually be inside the heart as it was beating. Students could stand next to a great leader as they delivered a famous speech. They could watch hydrogen and oxygen atoms come together or explore real math as they build a bridge. No limits to the possibilties.