Tracking Students: Google Rolls Out “Anytime, Anywhere” Learning in Kirkland, WA Parks This Spring

Reposted with permission from Wrench in the Gears.

KITE

If you’re going to spend time in your local park, do you want your child glued to a device? Should they be looking at flora and fauna, or screens? Students, parents, teachers, and administrators need to start critically assessing the surveillance and data-gathering aspects of initiatives like the KiTE STEM challenge. As Eric Schmidt of Alphabet (Google’s parent company) says, data is the new oil. With each multiple choice answer (and the location and activity data associated with it) children are being mined for value. I’m not comfortable with that.

Fast forward fifteen years. Imagine that the vision advanced by Knowledgeworks, the futurists at the American Alliance of Museums, the MIT Media Lab, Institute for the Future, and ed-tech impact investors has been realized. Neighborhood schools no longer exist. Buildings in gentrifying communities have been transformed into investment condominiums with yoga studios and roof-top bars. Those in marginal neighborhoods exist as bare-bones virtual reality warehouses where the poor are managed for their data. If you want the narrative version, you can read it here.

A handful of designated structures have been retained as education drop-in centers, places where “lifelong learners” consult with mentors about their (bleak) prospects for acquiring “just-in-time” workforce skills. The global economy has gone digital. Everyone has a Blockchain identity and biometrically enabled payment account. Both are linked to a person’s permanent online record of academic and social-emotional competencies, the public services they’ve obtained, and determinations regarding the “impact” those services have had on their human capital. The social impact investors watch the data dashboards and take their profits.

Redefining Teacher Education
Source: Redefining Teacher Education for Digital Age Learners, 2009

“Future Ready” education has been gamified, decontextualized, and dehumanized. “Learning” repackaged into a product that can be dispensed, consumed, tracked, and evaluated via corporate apps. ICT (Information and Communication Technology) devices have largely supplanted human teachers, who had neither the capacity nor the inclination to gather learner data in the quantities demanded by Pay for Success contracts.

Austerity and technological advances gradually transitioned hybrid, “personalized” learning outside of classrooms and schools entirely. “Freed” of seat time requirements, teachers, grades, report cards, and diplomas, students pursue, in isolation, pathways to “career readiness.” What the concept of “career” means in a time of automated labor, precarious employment, and AI human resource management is open to debate.

A friend shared an article with me this week that reveals early phase trials of digitally mediated learning ecosystems are here. I plan to do another post that goes into detail about the Internet of Things, iBeacons, online learning lockers, Education Savings Accounts, badges, and informal learning settings. For now, it’s enough to know that the Cities of LRNG model the MacArthur Foundation is advancing via their spin off “Collective Shift” involves students using the “city as their classroom.”

Devices monitor an individual’s movements via apps, and accomplishments are logged as students undertake “any time, anywhere” learning. Sometimes it happens in the real world. Other times it happens in virtual or augmented reality. Either way, Tin Can API is watching, logging data fed to IMS Global. Watch this video by Rustici Software LLC, developers of Tin Can API, it’s under two minutes and worth every second. Pay attention to all the layers of data being collected in this simple interface.

In the case of Kirkland, WA, a Seattle suburb, education rewards are being offered to students who choose to participate in an informal STEM learning program in local parks between April 23 and May 13, 2018. A student downloads the app, and questions are delivered to them based on their age. This activity is targeted at children as young as kindergarten. Students can earn “entries,” chances to win personal prizes (museum admissions, IMAX tickets, and Google swag) as well as up to $34,500 in cash for Lake Washington District school PTSA organizations.

Attempting a question, even if incorrect, will win a student one entry, while a question correctly answered in a Kirkland park awards 15 entries. In order to qualify for bonus entries, a student must allow the app access to their real time location, which verifies by GPS if they answered the question while they were within the park system. I find it troubling that awards vary by the student’s location when answering. I can imagine, in some dystopian future, technologies like this being deployed to digitally redline education. It’s a chilling prospect, but not unthinkable.

The app also encourages students to allow the app to track “Motion and Fitness Activity.” Purportedly this is about “increasing battery efficiency;” however, knowing the prevalence of fitness tracking apps and how they are being incorporated into policies around health care (see Go360, the West Virginia teachers strike, and research being done at the Cornell-Tech Small Data Lab) I find this also very concerning. The amount of data being collected on students who download the app, if they follow the recommended settings, is significant.

According to the FAQ, Google is the financial sponsor of this challenge. Partners include the Kirkland Parks Foundation, the Lake District Schools Foundation, the City of Kirkland, the Pacific Science Center, Eastside Audubon, Brilliant.org (an online STEM network and talent scouting enterprise), and KiwiCo (age-based STEAM kit subscriptions). If you are a school administrator you can email them for a free action plan with tips to encourage students to upload the app, so their education can be monitored as part of Google’s pilot learning ecosystem experiment.

If you’re going to spend time in your local park, do you want your child glued to a device? Should they be looking at flora and fauna, or screens? Students, parents, teachers, and administrators need to start critically assessing the surveillance and data-gathering aspects of initiatives like the KiTE STEM challenge. As Eric Schmidt of Alphabet (Google’s parent company) says, data is the new oil. With each multiple choice answer (and the location and activity data associated with it) children are being mined for value. I’m not comfortable with that.

I wrote a companion to this post, Navigating Whiteness: Could “Anywhere, Anytime” Learning Endanger Black and Brown Students? I live in Philadelphia, and the arrests of two black men at a local Starbucks has me thinking a lot about how black and brown students could be placed at risk by the learning ecosystem model. Continue reading here.

-Alison McDowell

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They’ve Got Trouble, Up There in North Dakota (Dintersmith Strikes Again)

Reposted with permission from Wrench in the Gears.

library as makerspace

Dintersmith rode into North Dakota via an August 2015 TEDx talk promoting his film Most Likely to SucceedGreg Tehven, founder of the Fargo-based tech incubator Emerging Prairie who has ties to social impact investing and Teach for America in Minneapolis, extended the invitation. Dintersmith’s film premiered just in time to set up the next wave of ed-reform aligned to the Every Student Succeeds Act. The documentary was based on a book by the same name that he co-authored with former Gates Foundation senior advisor and Harvard University education professor Tony Wagner.

He breezes into a Northern Plains town channeling Harold Hill, the slick huckster from the 1962 musical The Music Man. They’ve got trouble up there in North Dakota; but the trouble is with so-called“ factory” model education, not pool tables. The solution to this “terrible trouble” is of course laptops and tablets, not trombones. That’s no surprise, given that Governor Doug Burgum made his fortune selling Great Plains Software for a billion dollars to Microsoft, joined the company as a senior VP, and later served on the boards of numerous other software, predictive analytics, and cloud-based computing enterprises. Interactive map here.

Doug Burgum

The Governor’s Summit on Innovative Education

self-styled outsider candidate, Burgum won the governorship in 2016, with financial backing from Bill Gates, his largest campaign contributor. Between the primary and general elections Gates pitched in at least $100,000, with several other Microsoft executives contributing smaller amounts. It seems that while looking for an “outsider,” the voters of North Dakota may have actually thrown in their lot with the Silicon Valley technocracy. In Burgum’s “future ready” North Dakota, “personalized” learning will prepare the state’s children to out-Finland even Finland! At least if you buy the pitch venture capitalist Ted Dintersmith’s made at the Governor’s Summit on Innovative Learning held at Legacy High School in Bismarck last June. Details about this year’s summit, scheduled for June 7, 2018 here.

After my previous post on Dintermith, a resident of North Dakota reached out to me with concerns. Like the musical’s Marian the librarian, she smelled a rat. Having attended the day-long event, she had serious reservations about some of the ideas put forward by Dintersmith and his sidekicks, which included Ken Kay, tech sector lobbyist and founder of the Partnership for 21st Century Skills (P21); Susie Wise of Stanford University’s School ReTool program; and Marcus Lingenfelter of the Exxon-bankrolled National Math and Science Initiative. See this interactive map of their associations here.

Innovative Education Summit ND 2017

Dintersmith the Promoter

Dintersmith rode into North Dakota via an August 2015 TEDx talk promoting his film Most Likely to SucceedGreg Tehven, founder of the Fargo-based tech incubator Emerging Prairie who has ties to social impact investing and Teach for America in Minneapolis, extended the invitation. Dintersmith’s film premiered just in time to set up the next wave of ed-reform aligned to the Every Student Succeeds Act. The documentary was based on a book by the same name that he co-authored with former Gates Foundation senior advisor and Harvard University education professor Tony Wagner.

The film is a soft sell for the type of “individualized,” “whole child” instruction the tech sector eagerly anticipates digitizing and monetizing using 1:1 screen-based devices, biometric monitoring, and augmented and virtual reality platforms. The academic and social emotional data grab will ultimately feed ed-tech social impact investment markets. As Eric Schmidt of Alphabet notes, data is the new oil. Folks in North Dakota know the value of oil, as well as the devastation that results from its extraction. Hooking the state’s students up to screens and other monitoring systems to extract their data (oil) while selling community members and elected officials on “innovation” is recipe for profit for tech and disaster for children.

Student Data Extraction

Take some time to review this unsettling foresight document from Knowledgeworks, one of the North Dakota Department of Instruction’s innovative education partners. It offers a view into a world of augmented and virtual reality and wearables. I’ve often wondered what project-based learning via badges will look like in remote, rural areas. Under the LRNG program Collective Shift / MacArthur are pitching “the city as your classroom.” But how would that work in a place like Orrin, ND where the population is under fifty people? This whitepaper anticipates it will happen via augmented virtual reality simulations and games once rural communities upgrade to edge computing. Given the numerous references to careers in the state’s drone and energy industries I’ve come across in the course of my research, it seems learning ecosystem proponents may view North Dakota, with a tech-minded governor and willing populace, as a great test-bed for gamified work-based online education training systems.

Mentor Connect

Mastery-Based Learning Eliminates Grades

The forty-five second clip below is rather jaw-dropping. In it Dr. Cory Steiner of the Northern Cass School District outlines planned implementation of Mass Customized Learning (competency-based education), an experiment he says made him feel unwell. He describes it as “seed project” that will evaluate students solely on mastery of competencies and eliminate age-based grade groups altogether. Say goodbye to first grade, second grade, third grade; from now on education will be check the online box and move along as you build your “lifelong learner” data profile.

Dr. Steiner was the program manager of the North Dakota Statewide Longitudinal Database system from 2012 to 2014 when he joined Northern Cass, a “Future Ready” district. Later in the panel (timestamp 38:30) he states that he wants juniors and seniors to be done with all of their core coursework and spend their last two years of high school pursuing electives and work-based placements. It is unclear how this strategy will mesh with Marcus Lingenfelter’s position that the state will be advancing high-level STEM education, unless you believe students will be getting comprehensive instruction in courses like physics or calculus during their internships.

Work-Based Learning?

Steiner says that during their senior year, he doesn’t want to see students in school; that they should be figuring out at least what they don’t want to do. How has it come to this? Is it austerity that is pushing us to rush children into occupations when they are just 16 years old? For jobs that likely won’t exist a decade from now? Is any thought being given to the child labor implications? What if they don’t want to work for Exxon or drone manufacturers or Battelle? What if they want to have a senior prom and participate in clubs and sports and social gatherings like their parents did?

Certainly CTE training has a place, but let us support students in finding affordable training in those fields AFTER they have full access K-12 to a publicly-funded education with a well-rounded curriculum. It should not be the expectation that public education will deliver our children as a just-in-time workforce to corporations that generate profits for their shareholders by adopting gig-economy hiring practices. The image below is from the recent 9th annual ASU+GSV (Arizona State University / Global Silicon Valley) Summit in San Diego. Dintersmith was there this week making the rounds pitching his new book “What School Could Be.”

more agile workforce

Dintersmith strikes again

What about the teachers?

And where are the teachers in all of this you might ask? Are they resisting being supplanted by devices? Why no, no they aren’t. Remember, the leaders of both national teachers unions have signed on to Education Reimagined. Instead, classroom teachers are kept distracted, attending Gates-funded EdCamp “un-conferences” where they talk about flexible seating and apps. Meanwhile, Tom Vander Ark and the staff of iNACOL / Competencyworks plot CBE’s nationwide expansion, see map here. You might think North Dakota United would be sounding the alarm, but that couldn’t be further from the case. They’ve actually partnered with Ted Dintersmith to produce a podcast documenting all aspects of the “personalized” learning takeover of North Dakota. The name of the podcast is, I kid you not, The Cutting Ed. Click here to check out the twenty-two episodes they’ve produced since last November. Dintersmith has also created a statewide playlist of resources to go along with School ReTool’s program of educational hacks. It’s called North Dakota Innovation Playlists, a modular program teachers can use to hack themselves right out of a career.

It turns out both the primary sponsor and co-sponsor of SB2186, North Dakota’s Innovative Education Bill, were teachers. Poolman is a high school English teacher in Bismarck and Oban was a middle school teacher.  The bill passed the Senate with only one nay vote on March 21, 2017. It passed the House with 75 yeas and 17 nays on March 28, 2017. Burgum signed it into law on April 4, 2017. The bill had overwhelming support from all the major education policy groups in the state, including North Dakota United. Interactive version of the map below here.

ND SB2186

It seems most people involved with this bill believed it would return local control of education policy decisions in the state. Clearly, they were either unaware or in denial about the fact that the bill was inspired by the ALEC, American Legislative Exchange Commission, “Innovation Schools and School Districts” model legislation that was created in 2012, the same year social impact bonds first appeared in the United States and the year Kirsten Baesler became state superintendent.

Knowledgeworks played a pivotal role in crafting the legislation and promoting CBE.  Knowledgworks is the primary promoter of the decentralized learning ecosystem model. It was originally funded by Gates as part of his small schools initiative, but later became an engine for policy reform in Ohio and was tasked with implementing Common Core State Standards there.

Knowledge Works CC

They have also spun off a social-impact program for “cradle to career” wrap around services known as Strive Together. All told, the organization has received over $24 million from Gates since 2001. Their specialty is producing terrifying white papers. I tweeted a number of these to supporters of SB2186 but never received a response: Glimpses of the Future of EducationExploring the Future Education WorkforceRecombinant Education: Regenerating the Learning Ecosystem; and the Future of Learning in the Pittsburgh Region (plus their new AR/VR Wearables paper). In this report Baesler is quoted as saying “Knowledgeworks staff provided the support, experience and essentially the framework for North Dakota’s innovation bill.

The Marzano work group Baesler describes here around timestamp 2:30 was part of the process as well. Virgil Hammonds, Chief Learning Officer of Knowledgeworks, came to the organization from Maine’s RSU2 district, one of the early pilot programs for CBE. RSU2’s “Standards-Based, Learner Centered Frameworks,” part of the Mass Customized Learning program, was brought to that district by Bea McGarvey, a Maine resident and employee of Marzano Associates. MCL is being implemented in Northern Cass schools. Things were falling apart with MCL in Maine as early as 2013, but money has continued to pour into the program from the Nellie Mae Foundation and other supporters of the Great Schools Partnership. They have managed to hang on, but opposition has become more vocal in recent months as compliance with new Proficiency Based diploma requirements looms on the horizon.

The Truth About Local Control

Superintendent of Public Instruction Kirsten Baesler states the Every Student Succeeds Act returned education decisions to local control in many of her speeches and also here. But did it? Who exactly is calling the shots with respect to North Dakota education policy? If you take a look at the innovative education partners, only North Dakota Council on the Arts and North Dakota United are based in the state. Interactive map here.

ND Innovative Education Partners

Knowledgeworks is clearly a Gates-funded vehicle with ties to national education reform interests. I don’t see how you can see the amount of grant funding coming in and think it is any way a grassroots organization or that they would place the interests of North Dakota’s children above that of their many powerful funders. Interactive map here.

Knowledgeworks Staff

Grants to Knowledgeworks

Another key player in this transformation is School ReTool, a program out of Stanford University, whose business school is a force behind scaling social impact investing. Stanford’s education school, through SCALE ,is also working to develop digital means by which to upload project based learning evidence into cloud-based systems. Far from a local program, School ReTool is rolling out its “hacks” in districts from New Hampshire to Pittsburgh to Dallas to Oakland. They were part of the Obama White House’s massive plan to redesign high school per this 2016 update.

This personalized learning program is nothing unique to North Dakota. It was not brought to North Dakota because the people wanted it. It was brought to you as part of a national campaign masterminded by ed-tech and impact investment interests. Partners in School ReTool can be seen here.

School ReTool

Get in touch with the parents in Maine!

Burgum, Dintersmith, Baesler, and the rest are really hoping everyone just takes the laptops; turns libraries into maker spaces; acquiesces to mindset and skills-based instruction aligned to gig-economy jobs (fracking, drones, and the military); and accepts ubiquitous AI instruction. Don’t stop to consider how exactly deeper-learning and intense STEM instruction will result from dumbed-down online playlist instruction and work-based learning placements. Don’t look under the hood; don’t pine for old-fashioned age-based grades, report cards, diplomas, and neighborhood schools. Embrace the shiny. Just accept the learning ecosystem model and all the data-mining and labor market predictive analytics that goes along with it. Don’t ask questions; don’t slow down the transformation of education into a privatized marketplace; and by all means don’t tell Hawaii, because they’re the next up on his anytime, anywhere education tour.

But you don’t have to do that. Connect with the parents and teachers in Maine. They are actively rebelling against the competency / proficiency / mastery based education policies being shoved down their throats by the Nellie Mae Foundation, Great Schools Partnership and Knowledgeworks: herehere, and here. They have suffered for years without fully understanding what was happening. Emily Talmage has done a great service with her blog, Save Maine Schools, putting together detailed research and laying everything out. North Dakota, you don’t have to reinvent the wheel, unite and resist. Your schools should belong to your communities. They need not become gig-economy data-factories if you take a stand, but do it now.

PS: If you know any of the people assigned to Burgum’s Innovative Education Task Force, consider sending this on to them with my Dintersmith post, so they know what they’ve been signed up for. The task force map is here and a really big map of the whole system is here. If you’ve stayed with me this long, thank you!

ND Innovative Education Task Force

Innovative Education in North Dakota

-Alison McDowell

Big Picture Learning Off Limits

Reposted with permission from Wrench in the Gears

Big Picture Learning Off Limits

In December 2016, the School District of Philadelphia signed onto a $23 million contract with Big Picture schools. The organization, based out of Rhode Island (on track to become the first “personalized” learning state) presently operates in 24 states. The size of the Philadelphia contract indicates a major expansion of Big Picture is on the horizon here. The organization is going to occupy Vaux, which was shuttered during a wave of devastating closures that took place in 2013.

The introduction to this piece including a discussion of ImBlaze can be found here.

Big Picture Learning students spend two days a week outside of school pursuing their “passions.” Although I’ve heard off the record that not all student end up with placements and instead languish in front of computer screens killing time. I imagine budget-conscious reformers must be salivating at the prospect of scaling a “school” model where you could outsource 40% of a student’s instruction to community partners. Imagine the cost savings! You don’t have to feed students on those days. You could reduce teaching staff. You could cram more students into the building staggering the classes. Put aside those pesky child labor considerations for a few moments and contemplate the possibilities. It’s would also be a way to begin to normalize the learning ecosystem “anytime, anywhere” model learning by app and competency-based badges. You might think there would be more to the process than getting the kids a log in for what is essentially a Yelp for education; a counselor perhaps? Of course the real imperative behind this digital solution is about data collection. In Future Ready schools students are defined by their data. As the article states “Data Tells the Story for Big Picture Learning.”

In December 2016, the School District of Philadelphia signed onto a $23 million contract with Big Picture schools. The organization, based out of Rhode Island (on track to become the first “personalized” learning state) presently operates in 24 states. The size of the Philadelphia contract indicates a major expansion of Big Picture is on the horizon here. The organization is going to occupy Vaux, which was shuttered during a wave of devastating closures that took place in 2013.

The community of Sharswood in which it is located is being “redeveloped” in using incredibly heavy-handed, predatory, 1960s urban renewal tactics. The ribbon cutting for the new Vaux Big Picture School took place today. The community members and education activists who tried to attend and voice their concerns were kept behind barriers far from the ceremony. Apparently no one was allowed within a two-block radius of the school without “necessary credentials.” Protesters included representatives from the Women’s Community Revitalization Project, ADAPT and the Alliance for Philadelphia Public Schools. Barbara McDowell Dowdall, a retired English teacher and former yearbook advisor who had worked at Vaux from 1974 to 1981 brought a yearbook along and shared fond memories of the school, reflecting on how much has been taken from the community in the intervening years. The event was monitored by a number of squad cars, bike patrol police and members of the civil affairs unit.

-Alison McDowell

Big Picture Off Limits 2

An Interview with Alison McDowell: KEXP’s Mind Over Matters Community Forum

headphones

On August 5th Alison McDowell was a guest on KEXP’s news program Mind Over Matters. You can listen to the interview by clicking on the link below ( be patient – it takes a little bit of time for the file to load). A transcript of the interview follows.

Alison McDowell Interview

My concern as a parent is within these adaptive learning systems, I don’t want an online system that has to learn my child to work. I don’t want a system that has to know everything my child did for the last six months, to operate properly. Because I think that becomes problematic. How do you ever have a do over? Like, is it just always building and reinforcing certain patterns of behavior and how you react…it’s, they, I think they present it as flexible and personalized, but in many ways I think it’s limiting.

Mind Over Matters – KEXP

Community Forum

Interview with Alison McDowell

Mike McCormick:  It’s time once again for Community Forum, and we’re very lucky to have with us live in the studios this morning, Alison McDowell. Alison McDowell is a parent and researcher, into the dangers of corporate education reform. She was presenter this last March this year here in Seattle. The talk entitled Future Ready schools: How Silicon Valley and the Defense Department Plan to Remake Public Education. Alison, thank you very much for coming in and spending time with us this morning.

Alison: Oh, I’m very glad to be here. Thank you so much for having me.

Mike:  So, tell us, how did you get interested and involved with the issue of corporate education reform?

Alison: Well, I’m a I’m a parent. I have a daughter who is sixteen in the public schools of Philadelphia. And we’re sort of a crucible for many different aspects of education reform. We’ve had multiple superintendents from the Broad Academy. We’ve been defunded. Our schools have been, numerous of our schools have been closed, teachers laid off and about three years ago I became involved in the Opt Out movement for high stakes testing. Because at that point I felt that if we were able to withhold the data from that system we would try to be able to slow things down. Because they were using that testing data to close our schools. So I worked on that for a number of years until I saw that the landscape was starting to change. And a lot of it was leading up to the passage of the Every Student Succeeds Act. That that passage. And it seemed at that time that our school district, which is challenging in many respects, was all of a sudden actually interested in Opt Out, and making that, sharing information and materials… Pennsylvania has a legal Opt Out right on religious grounds…and making materials available in various languages. And something just didn’t compute in my head. I’m like, well, even if, if we’re entitled, the fact that they were interested in engaging with us on that, made me sort of question why that was. And then so post ESSA, it became clear that the shift that was going to be taking place was away from a high stakes end of year test and more towards embedded formative assessments. So in our district we’ve seen an influx, even though there isn’t funding for many other things, lots of technology coming in, lots of Chromebooks. Every, all of the students have Google accounts. Google runs our school district. Even though they say philsd.org, their Google accounts, and each student, their email address is actually their student id number. So to access a Chromebook as soon as you login, you know all of that information is tied back into their id number. So the technology was coming in. Many schools were doing multiple benchmark assessments. So there was less and less time for actual meaningful instruction throughout the school year and there were more and more tests taking place, many computerized. So, at that point, we were looking into like, what did this mean, what is the role of technology and the interim testing, in this movement And so, I had come across my…I have a blog. It’s called Wrench in the Gears. It’s a wordpress blog. So you, I have a lot of information there, and it’s all very well documented and linked. My colleague Emily Talmage, who’s a teacher in Maine, who has seen this first-hand. She has a blog: Save Maine Schools. And so I had found her blog and at one point she said, you know…you know, only click on this link, you know, if you’re willing to go down the rabbit hole. And at that point it was, it was a website called Global Education Futures Forum, and they have this agenda for education up to 2035. And it is their projection. And it’s a global…global membership led by Pavel Luksha, who’s connected with the Skolkovo Institute, in Russia. But the local person here, actually he’s very local, is Tom Vander Ark, is one of the US representatives. And so he was former Gates Foundation. And has his own consulting firm now. And it’s based out of Seattle. And, but anyway, so they have sort of what they call a foresight document, a sort of projecting based on trends and patterns, where they see things going for education, like over the next 20 years. And so really, they have a very sophisticated map. And all you have to do is sort of look at their map. And then match it up to current events. And you can see, like, where they’re pretty much on target where things are headed. And there, they have some really interesting infographics and, one of them, it’s a very decentralized system. So education is just like the individual at the center. So everything you’re hearing, personalized learning, and and individual education plans, like it’s one big person and you’re the center of your own universe. And sort of around you, there aren’t teachers or schools. It’s it’s many sort of digital interfaces, and devices, and data-gathering platforms. And this idea that education is a life-long process. Which I think all of us generally agree with, but the idea that you’re sort of chasing skills in this new global economy, and like constantly remaking yourself. Or like the gig economy and what that means. And managing your online reputation. Not just your skillsets. But your mindset. And your social outlook. And your behaviors. And the role of gamification. So there are many many elements to this, that if you look into it, I think raise a lot of questions. And increasingly, really over the past five years there’s been a lot of discussion about remaking education. Re-imagining education. You know, education for the 21st century. Future Ready Schools. And I think for the most part, parents and community members have been left out of this conversation, of what really does Future Ready Schools mean? And the folks who are running the conversation, are running the agenda, are largely coming from a tech background. And this is something that’s built up since the mid-nineties, when the Advanced Distributed Learning Program was set up within the Defense Department, and the Department of Education.  To have like you know, Tech Learning for all Americans. Which, you know, again  I think we all need to be tech knowledgable, I, the question is, how is the tech used and how in control of of your education are you, and your educational data. So anyway, a lot of this is being driven by interests of digitizing education. And really, through austerity mechanisms, pulling out more human interaction, out of the equation. So we’re, we’re seeing things that a number of years ago, Detroit, had a kindergarten, where they would have a hundred kindergarteners, with like one teacher and a couple of aides, and a lot of technology. So there’re lots of questions increasingly about the use of technology especially in early grades, and I know in, in Washington State there’ve been a big push for tablets down to the kindergarten level. Our children are being part of this sort of larger experiment that has health considerations that have not been closely examined. In terms of eyestrain, audio components, even hygiene with earphones. The wifi aspects. And then also the data collection. So, there’s this grand experiment going on for Future Ready Schools, and parents and community members aren’t really aware of the fact that it is an unproven experiment, and what the implications are long-term.

Mike: And it’s being driven heavily by corporations that are producing these platforms, this software, the electronics, kind of behind the scenes, because no one knows this is going on except a select group of administrators and teachers?

Alison: Yeah, well so they have, there are a number of like pilot districts. So the idea is sort of, you get a beachhead, and then you, you roll it out. You convince, I mean they have very sophisticated marketing manuals. Like Education Elements, they say, this is how you do it. You know first you, you have a social media campaign, you get the young teachers who are really into tech and you train them up in the way that you wanna do things, and then they mentor all the veteran teachers and you get the principal on board and then you have the parent meetings and it’s…again…with…if you understood it as, like selling a corporate product as opposed to public education, it might not be so disturbing. Like for me, I find having this sort of corporate approach to marketing, a new approach to public education. That’s, that’s what, what I find disturbing. I’ve called this Education 2.0, because I think we’re, we’re about to see a shift from the earlier version of privatization, which was the high stakes, end of year high stakes testing, vouchers, charter schools. Those things will all still continue, but they’ve, they were never the end game.  So they have been used as a way to de-stabilize the, the landscape of neighborhood schools. And in many cases they’ve been used to, you know, acquire real estate, further sort of gentrification, insider contracts, like there are many aspects that allow that to become a profit center. But there’s going to be a point of diminishing return. Where sort of like all the easy pickings have been taken. And if you’re pursuing sort of a tailoristic model , like the ultimate efficiency, lean production, Cyber-Education is the end game. So creating a system of education that really has very little in human resources.  There’s lots of folks within Pearson and IBM and Microsoft who are looking at AI, like everyone will have your own artificial intelligent, like learning sherpa for your life. You know, and this isn’t just K12, this is forever.  You know, someone on your shoulder telling you what you should be doing next. But removing the humans out of the equation and putting more technology in place. So I think that’s what this shift to Education 2.0 is going to be about, is largely cyber but I think most parents at this point are not comfortable with that model. They wouldn’t say, you know, and I will admit, like there, there’s a small group of kids who are highly motivated for whom a cyber, exclusively cyber model may work. I mean a lot of the research shows that for most kids the outcomes are not great. So what they will be selling is project based learning. And that’s what you’ll hear a lot about, coming up, like in the next couple of years. But those projects won’t necessarily be linked to schools. So you’ll hear more and more about, anytime, anyplace, anywhere, any pace learning. So they’re looking to de- disconnect education from physical school buildings, and actual teachers in classrooms, to sort of what’s called a learning eco-system model. So something that’s more free-flowing, you’re just out in the world collecting skills. And that’s what was so interesting about, like the Common Core State Standards set-up. And I know a lot of states have sort of rolled back or renamed them. But the idea of having education tied to very specific standards, was a way of atomizing education and making it available for digitization. So if, if education is a human process of growth and development, that’s very murky to try to put in a metric, right? You need bits and bytes. And so if you create an education that’s strictly around standards and like sub standards and little sets, you can just aggregate those, and collect them or not collect them, and run that as data in a digital platform. So that push toward standards, yes it allowed for school report cards and value added modeling and things that hurt schools and teachers, but it also normalized the idea that education was less a human process and more people collecting things. Like collecting skills and standards, which is what you need for like a competency based education approach.

Mike: So, talk about some of the specific examples…one of the advantages to going into your site is you have links to so many different documents from the very corporations and people that are producing these systems. And one of the examples you’ve talked about in your talk back here in March was something called Tutormate? That was involved, kids getting pulled out of class, to go see, basically AI icons talking to them and they become attached to them…

Alison: Yeah…

Mike: …it’s disturbing.

Alison: Well there were a couple of, there’s a couple of interesting things. I had sort of a slide saying who’s teaching your children? Because increasingly it’s not necessarily their classroom teacher. The chatbot was actually Reasoning Mind, which is a math program. It was developed in Texas. And so it’s been like long-running and gotten a lot of funding, both from public and private sources. About refining sort of a personalized learning towards math. But kids were interacting with these online chat bots and developing connections and relationships to these online presences in their math program. I’m in Pennsylvania. So a lot of, a lot of things are developing in Pittsburgh. They have a whole initiative called Remake Learning in Pittsburgh which I believe is sort of early-stage learning ecosystem model and a lot of that is coming out of Carnegie Mellon because Carnegie Mellon is doing a lot of work on AI and education. And they have something called Alex. So they like the idea of peer-based learning. That sounds attractive like, yeah, kids like to learn from their peers. This, their version of peer-based learning is that you have a giant avatar cartoon peer on a screen and the children interact with this peer on a screen. So that’s something that’s being piloted in southwestern Pennsylvania right now. And then Tutormate is actually a different variation but they were pulling kids out of class, away…these were young children, from their classroom setting to put them in a computer lab to do tutoring with a corporate volunteer via skype, and an online platform. So in this case it actually was a human being, but this was during school hours. This was not a supplement to classroom instruction, this was in lieu of having direct instruction with a certified teacher. They were being put into an online platform with a corporate volunteer and you know, it turns out a number of the sponsors of that program had ties to defense contracting industries. You know, Halliburton, and Booz Allen Hamilton. You know, things that you might wanna question, is that who you want your second grader spending their time chatting with? You know, in lieu of having their second grade teacher teach them reading. So again, there is this shift away from, from teachers. There’s, there’s a model that’s going on right now, within many one-to-one device districts, so districts where every child has their own device. Young kids often have tablets, older kids have Chromebooks, in high-end districts you might have an actual laptop, with some hard-drive on it. The Clayton Christensen Institute, or Innosight Institute, they’ve been pushing blended learning. So blended learning is this new model. Where, there are a number of different ways you can…flipped classrooms, which many people have heard of…but there’s one called a rotational model. So children only have direct access to a teacher a third of the time. Like the class would be split into three groups. And you would be with a teacher for a third of the time, doing peer work a third of the time, and doing online work a third of the time. So again, it’s a way of increasing class size supposedly, like supposedly the quality time you have when you’re with the teacher with the ten kids instead of thirty is supposed to be so great even though maybe you only get fifteen minutes. What’s happening in other districts is they’re saying the time where kids are not with their teachers, and they’re just doing online work, they don’t really need a teacher present, they could just have an aide. So that’s again, in terms of pushing out professional teachers, is that, well if kids are doing online learning, maybe you just need an Americorp volunteer, in the room, to make sure that no one’s  hurting them…each other. You know, and that they’re on, supposedly on task. You know I think that’s a worrisome trend. And even though they’ll sell blended learning as very tech forward and future ready, the kids don’t love spending time on these devices, like hour after hour after hour. And my concern as a parent is…we’re all starting to realize what the implications are for big data. And how we interact with online platforms, either in social media, or other adaptive situations. And how, that these devices are actually gathering data, on ourselves.. .so, they they gather information through keystroke patterns, they all have cameras, they all, you know, the tablets have TouchSense, so theoretically there’s body temperature and pulse sensors. Like there’s many many elements, are they all being used now? No, but there is that capacity for using them to develop that level of engagement. To understand how you’re interacting with these programs. And that’s being developed through, with the Army Research Lab and USC, their Institute for Creative Technologies. And they are developing, a lot of this is being developed in conjunction with the Defense Department, for their interactive intelligent tutoring systems and with the Navy actually, which is relevant to Seattle. A lot of these early prototyped intelligent tutoring systems have been developed specifically with the Navy in mind. Training very specifically on computer programs, and optimizing that. But once they develop the infrastructure, then they’re able to apply that in non-military settings. And so it’s, it’s making its way out. So there’s a lot of data that can be collected and the other, the other push that you’ll start to see is gamification. So games, like gaming in schools. And kids love games, like parents love games. It sounds so fun. But I think what we have to realize is there’s a lot of behavioral data that’s coming out of the gaming too. That we’re not necessarily aware of.  And so this push for gamification, or sometime…like gamified classroom management systems. So Google has something called Classcraft. And all the kids have avatars. And like if they’re behaving in class, they can, you know they earn points, or have points deducted, and you’re on teams, and you can save your team member or not. And with ESSA, having passed, you know, they’ll tell the story that like we care about more than just test scores, we really wanna care about the whole child, we wanna, you know we we care about children as individuals. Really they wanna collect all of this data, not just on your academic skills, but on your behaviors, and your mindset. And are you gritty, and are you a leader, or are you, you know, flexible, are you resilient. And these, these gamified platforms, whether they’re run by the teacher, or gaming that’s done with the students in these simulations, and also AR/VR, augmented reality/virtual reality games that you’re starting to see. There’s just a lot of information going through, and you have to wonder, how is it being used, what are the privacy implications, and also what are the feedback loops being created? In terms of how you interact with a platform. Is it reinforcing aspects of your personality that you may or may not want reinforced. My concern as a parent is within these adaptive learning systems, I don’t want an online system that has to learn my child to work. I don’t want a system that has to know everything my child did for the last six months, to operate properly. Because I think that becomes problematic. How do you ever have a do over? Like, is it just always building and reinforcing certain patterns of behavior and how you react…it’s, they, I think they present it as flexible and personalized, but in many ways I think it’s limiting.

Mike: In some of the documentation you present, they have systems that wanna pay attention to whether a person that is working with the program is getting bored, or falling asleep, or whatever, so they were like watching like you know, the eye, literally to see if it’s like where it’s wandering off to…you said they potentially could be checking your, your temperature, your heart rate…

Alison: I mean, you know, are they doing it right now? I don’t know that they, but the capacity is there. And…

Mike: And all that data is being saved somewhere. And shared. In some capacity. We don’t know.

Alison: W…and I think it’s very unclear. And I think they’re, they’re many parents who are very concerned about privacy and working that angle of controlling what data goes in…I mean I think all of us are aware that once something is up in the cloud, even if there are promises made about privacy and protections, that nothing is really safe up there. In terms of from hacking, or even just legal. Like FERPA is very, the education records, sort of, privacy has a lot of loopholes. You know anyone who, many of these organizations, companies are third parties are designated agents of school districts. So they have access to this information. And I will also mention Naviance, because the other shift that we’re seeing happening is the shift towards creating an education system that is geared towards workforce development. That, that, that children at younger and younger ages should, should be identifying their passions, and finding their personal pathways to the workforce and the economy. And so Naviance is one of a number of companies that does strengths assessments and surveys. And many states you can’t get your diploma unless your child does a complete battery of assessments, personality assessment through Naviance, which is this third-party program. Also linking towards like their future college plans, and other things linked in, and very detailed information about people’s family situations. So again, the, the amount of data that’s being collected on many many different levels to supposedly like guide students moving forward into the economy, I think it merits a larger conversation. And I’m not saying that everyone needs to agree with my position, but I think that the, the agenda that’s being moved forward is being done in a way that for the most part, parents and community members, there’s not been a consensus reached, with us. That this is okay. That this new version of school is, is what we desire.

Mike: And being a parent in the Philadelphia School District, when these new systems are, have been implemented, you know, and the potential use of all, gathering of all your child’s data, I mean, have you been consulted on that prior? Did, every time they bring in a new system did they let you know, oh, we have another piece of software here that potentially could be, you know, data-mining your kid, are you okay with that?

Alison: So I think on the, on the plus side, because we have been so severely defunded, we haven’t seen quite as much of an influx of tech yet. Although I, I anticipate it’s coming. We’ve just had a big roll-out of Minecraft I think in schools. That’s their new thing that they’re, they’re all…there are a number of schools, like within turnaround sort of, that, that are being piloted for these one-to-one devices. I will say that there was an opt-out form for Google Apps for Education. Which is, and I so I opted, I opted my child out of Google Apps for Education. I may have been the only parent in the Philadelphia School District who did that, and it, it makes it complicated because again, there, it’s convenient, you know, it’s a nice, you know, way for teachers not to have to carry around lots of papers, and they have kids put it all on their Google drive. But I, I think we’re all starting to be a little wary about the amount of information and power that Google has, you know, in the world and what the implications are for that. So I think if, if people have concerns around some of these privacy aspects, you know, that’s, that’s a potential starting, starting place, is to opt out of Google Apps for Education, and see where that goes. Or even have targeted like device and data strikes, during the school year. So we don’t get a notice every time there’s a new program. I guess long story short.

Mike: Just a few minutes left. And again, some of the companies, in addition to Defense Department having early hooks into education reform, and online learning, some of the companies involved, and heavily investing in this, as an example, like Halliburton and Booz Allen, which to me, let’s say Booz Allen which is also heavily tied into doing, they have access to data bases that the NSA does and, Edward Snowden worked for Booz Allen.

Alison: I would say like right now, like the Chan Zuckerberg Initiative, LLC, is huge and they’re pushing Summit Basecamp. I know we just have a few min…minutes in closing so I also wanna mention, in addition to tech, we also have global finance interests involved, because in ESSA there are provisions for Pay for Success. Which is where they’re looking to use private venture capital to affect educational outcomes. Either right now it’s in universal pre-k, also early literacy. So we need to be aware of the role that Pay for Success is going to play in this, and that’s essentially like “moneyball” for government. Where they’re looking to save money. I mean there’s a conference that they, they’ve put this together. Evidence based policy. That’s what they call it. That’s sort of the code word. Is that if you can come up with a computerized program that will give you specific success metrics, venture capital can make money on that. So a lot of global finance interests, and impact investing interests are looking, I believe at education as a market, a futures market in student education data. So I have more information on that on my blog. But social impact bonds and Pay for Success are a critical piece to understanding why education is being digitized. Also Hewlett Packard, Microsoft, IBM, the tech interests, Summit Basecamp, AltSchool, Micro Schools are another big component of this. These value-model private schools, if vouchers go through, that, we’re gonna be seeing a lot more of that. The tech is also focusing on Montessori school models, and, and very high-end. So you have Rocketship Academy, which are sort of stripped down versions for low-income districts and, but they’re also marketing tech to affluent families and aspirational families as being sort of future-ready. So it’s really a, there’s many different branded versions of education technology.

Mike: So long story short, you have a kid in, going through school, or, you know, anyone you care about then, this would be something to look into.

Alison: Yes. Understand how much time they’re spending on devices. Advocate that school budgets prioritize human teachers, and reasonable class sizes, and not data-mining, not adaptive management systems. And and have this conversation in your community. Is education about creating opportunities for students to learn and grow together as a community, or is it these isolating personalized pathways, where people are competing against one another. And and I think that’s a larger conversation we all need to have in our school districts.

Mike: Alright. We’re speaking with Alison McDowell. She is a parent and researcher in the Philadelphia school system. Produced a series,  Future Ready Schools: How Silicon Valley and the Defense Department Plan to Remake Public Education. And again, your website is…

Alison: Wrenchinthegears.com

Mike: Wrenchinthegears.com. And with that we’re unfortunately out of time. I want to thank you for coming and spending time with us this morning.

Alison: Thank you.

Relay Graduate School, Librarians, and the effort to make our public schools “Future Ready”

hi-tech-computers

One of the biggest obstacles to the “charterization from within”* is getting teachers to welcome ed-tech into their classrooms – and even more critically – incorporate devices and software into their daily teaching.

What’s the ed-reform solution to this tricky problem?

Lots of professional development in personalized learning for teachers. If a superintendent wants to put their district on the fast track to digital learning, they couple teacher professional development with the strategic use of their school librarians as the onsite ed-tech adoption leaders.

Colorado, which rated a D from the Network of Public Education for the extent of privatization of K-12 education in the state, has dedicated money for statewide teacher professional development courses in personalized learning.  From State funding available for teacher training in personalized, blended student learning:

“iLC was so excited to see the governor recently increase our state’s investment in the one thing that makes the biggest difference to every students’ success — a teacher,” said iLC founder and CEO Judy Perez. “We can help districts around Colorado create equity in K-12 education by advancing the practice of personalized, blended learning. Our partnership with Colorado allows us to expand low-cost training from an expert staff.”

Perez said teachers are changing instruction to meet every student’s needs using a combination of technology, one-on-one coaching, and class instruction. “It’s all about the student; technology and training from our qualified staff supports teachers to improve, personalize, and blend their instruction,” she said.

Even Relay Graduate School of Education is teaming up with The Learning Accelerator to offer online classes “to help teachers make the shift to blended learning”.

“Figuring out how to use technology to reach every student is a tough task, for novice and veteran teachers alike. Educators need access to really high-quality, on-demand training that will help them learn about and translate ideas into actionable strategies for their classrooms,” said Beth Rabbitt, Partner at The Learning Accelerator. “Relay is helping us figure out how to solve this problem, having researched and developed a series of practice-based, deep blended learning modules for use by teachers, coaches, and leaders across the nation.”

It was the U.S. Department of Education’s Office of Education Technology that saw the strategic value of using school librarians as the onsite ed-tech adoption facilitators and shrewdly incorporated them into the Future Ready Schools Initiative.

According to the U.S. Department of Education’s Office of Education Technology, librarians are at the forefront of helping schools become future ready. However, too often librarians are left out of the planning process for infrastructure and devices, professional learning for teachers, and digital content strategies—areas where they often have expertise.

The Alliance for Excellent Education (the Alliance) launched its Future Ready Schools (FRS) initiative in October 2014 with the aim of leveraging technology and connectivity to personalize and transform learning. In June 2016, the Alliance, in partnership with the U.S. Department of Education’s Office of Educational Technology, expanded FRS to position school librarians as leaders in this effort.

There’s no bigger librarian turned ed-tech spokesperson for Future Ready Schools than Mark Ray. He’s all over the internet. There’s the TED Talk, Changing the Conversation About Librarians , The Future Ready Librarians: What’s Not to Love Webinar, and web articles like: Is Your Library Going Future Ready Too?.

There’s over 50 Future Ready School Districts in Washington State. Check this PDF: Take the Pledge – Future Ready Schools in Washington State to see if your superintendent pledged to make your district “Future Ready”. Mark Ray works for the Vancouver School District – one of the first districts to join the initiative.

I’ll close with the slick video created by the U.S. Department of Education’s Office of Education Technology promoting teacher professional development and Future Ready Schools.

The push to ed-tech mediated personalized learning is closer than you think – just ask your school librarian.  -Carolyn Leith

* “Charterization from Within” is a brilliant phrase coined by Wrench in the Gears. To learn more, watch the video at the end of this blog post: We change the world by showing up. I went to Seattle and got a video on Ed Reform 2.0 / Learning Ecosystems to share!

From the video:

Future Ready: Establishing a Professional Learning System

https://www.youtube.com/watch?v=TMbeqn7NlyI

Vancouver Public Schools, Vancouver, WA

Steven T Webb, Ed.D. Superintendent, Vancouver Public Schools

Steven: We have invested significantly in teacher development, professional development, creating professional learning communities as part of an ecosystem for scaling this digital transformation work in Vancouver. Roughly 30% of all expense activity that we charge to our technology levy is about teacher support. In order for it to be effective, it has to be collegial, it has to be ongoing, and it has to be job embedded. We use in our system a one-third, one-third, one-third model for learners in classrooms. So we’re simply applying this model for adult learners.

Sally Kroon, Instructional Tech, Vancouver Public Schools

Sally: For all of our teachers as we roll out devices and go one-to-one, we have what we call an iPad Institute and so in August before school starts, they get professional development and training. And then because we are part of the buildings as well, my role gets to be then, to deliver that training, but then also follow up with teachers. And so, that might that I’m in a classroom, I’m co-teaching with the teacher, or I’m planning, or they are running by on their planning period and asking me a quick question that turns into bigger conversation about instructional practice and how to effectively use an iPad or a tool to impact instruction then. We have had whole staffs together in trainings before, and so they get the energy, and they get to share ideas and really kinda look at best practices and how they’re going to implement it in their own building level. And then, it also might be working with a PLC, so a group of all English teachers as they’re planning their next unit and how they’re gonna then use devices to assess students and to hit their learning targets. And then it could also be one-on-one or within a pair of teachers who are end teammates, and they are chatting and planning and I’m coming alongside to be able to ask questions or answer questions that they have.

Mark Ray, Director of Instructional Technology and Library Service, Vancouver Public Schools

Mark: So, we realize that it’s essential to prepare leaders to be able to lead in a digital classroom, and so we have developed a couple of strategies to address that. One of the things that we did was that several years ago, even before we were deploying iPads in classroom, we gave all of our district leadership team iPads and training with the expectation and the goal that they could see how that tool could transform the way they work. It’s very often that we overlook principals and associate principals and not give them the tools that they need and the support, and so that was one of the key pieces. We kind of try to model what we expect teachers to do and that is to be entrepreneurial in their professional learning. And that means doing research, following blogs. When we have colleagues within our team that find a new app or a new solution, they bring that together at one of our regular meetings or they share it online and they learn together. The key piece in the component of that is collaboration and with both our principals and our instructional technology facilitators, the way that professional learning takes place is because of collaboration. Because one peer will learn about something great, and then they share that with another and then it becomes viral. And if, we’ve done courses, we have done classes, but what really sticks is when one person finds a solution and then shares it with another peer.

future-ready-schools

 

 

From Neighborhood Schools to Learning Eco-Systems, A Dangerous Trade

Reposted with permission from Wrench in the Gears

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If we hope to preserve neighborhood schools for future generations we must recognize how reformers are reframing the idea of public education in dangerous new ways. A coordinated campaign of ALEC legislation, philanthropic investments, and slick re-branding is underway with the ultimate goal of replacing school buildings and certified, human teachers with decentralized, unregulated learning eco-systems and non-credentialed mentors and/or AI “tutors.”

It is a challenging concept to grasp. Therefore, I have decided to work on a series of posts. Taken together, I hope they will provide a base of information that people can share with others. This initial post will provide a framework for understanding the concept of a learning eco-system. Subsequent ones will cover: school redesign, digital badging, credit-bearing ELOs, Social Impact Bond financing, and changes to teacher training/hiring.

What is a learning eco-system?

Proponents of a data-driven, technology-mediated approach to public education see 21st-century learning as a “quest” in which participants diligently work to assemble proof that they’ve obtained the assorted skills and bits of knowledge they need to compete for jobs that pay a living wage. Rather than a humanistic approach that values individual creativity and civic discourse, the focus is on gathering data and shaping children to become standardized cogs in service of the global economy. The intent is to maintain the status quo, not to develop thinkers who might tip the apple cart and create a future that better serves the needs of the masses. Screen time trumps face time.

By shifting how we think about education-from a human process that happens within a community of learners to a game in which students demonstrate standards and accumulate badges-reformers aim to move much of the  K12 education process out of physical school buildings where face-to-face interaction is the primary mode of instruction, and into virtual classrooms, game environments, cultural institutions, and work settings. This is how they will attempt to replace neighborhood schools with learning eco-systems.

By learning ecosystem, we mean a network of relationships among learning agents, learners, resources, and assets in a specific social, economic, and geographic context.

As we look ten years out, we see great potential for education stakeholders to create diverse learning ecosystems that are learner centered, equitable, modular and interoperable, and resilient.  But we worry that we might be more likely to create fractured landscapes in which only those learners whose families have the time, money, and commitment to customize or supplement their learning journeys have access to high-quality personalized learning that reflects their interests and meets their needs.” Katherine Prince, Knowledgeworks

Financialization of the education sector requires separating “education” from school buildings that remain under the control of local school boards and unionized teachers and administrators. Free market principles cannot prevail if educational experiences remain subject to local oversight and trained, veteran teachers continue to be part of the conversation.

Reformers propose to replace our “outdated, factory-model” neighborhood schools with learning eco-systems. There is considerable talk about redesigning education for 21st-century learners. The Ed Reform 2.0 landscape for K12/P20 is built upon the premise that “anytime, any where learning” is the best option to train students to navigate the gig economy. Proponents of learning-ecosystems seek disruption and radical reinvention. They picture a future where big-data and algorithms create efficient pools of human capital for use by global markets. For them grade levels, peer groups, report cards, and diplomas are a thing of the past.

The above quote, by Katherine Price, Director of Strategic Foresight at Knowledgeworks, indicates that even the private sector has qualms about how this transformation may play out. The essay “A Learning Day 2037,” by Elizabeth Merritt of the American Alliance of Museums uses Moya’s story to show what happens when the “vibrant learning grid” doesn’t exactly fulfill its promise, especially for children on the margins of society. It is interesting to note that Knowledgeworks, a long-time partner with the Gates Foundation, is a major player in the push for learning eco-systems. Knowledgeworks is also involved with community schools initiatives through their program StriveTogether that promotes data-driven decision-making for children from “cradle to career.”

Widespread adoption of “personalized” digital education platforms underpins the learning eco-system model, as does reliance on big-data (academic and social-emotional) to guide students on their appropriate workforce “pathway” and reinforce desirable behaviors like “deep learning.” They see children as dynamic sets of skills, competencies and personality traits that can be quantified, sorted, and placed in digital portfolios.

The story of your personal evolution as a thinking, questioning, curious member of society? Not important except to the extent that you can put a badge on it, and they can use it to profile you. Learning in community, learning in relationship to others, also not important. If they can’t match it with a data tag, it does not factor into the equation. Those life-changing memories we hold in our hearts from our time in school are not the kinds of things you can easily upload to a “Learning Record Store.”

So, what types of experiences could a learning eco-system contain? Really, almost anything to which you can assign a standard and slap on a badge. Sample personalized playlists might include:

Watching a video

Listening to a podcast

Completing an audiobook

Playing a online-game

Participating in a virtual reality experience

Going to a museum-even a “virtual museum tour”

Participating in an online community forum

Doing a webx chat with an online “tutor”

Completing a virtual “lab” experiment

Working at your after school job

Participating in a after school club

Going to a rock-climbing gym

Providing “volunteer” tech support to your school district

And you can see how this approach to education expands to encompass workforce development in this eye-opening video from the Institute for the Future “Learning is Earning.” Data and proof of achieving mastery or competencies tied to standards will be tracked and documented through software like xAPI. The items in the above list are not “bad.” It is the idea that they could, in the present climate of austerity education budgets, become substitutes for authentic, in-school learning that concerns me. I’m sure in the hands of a thoughtful educator, many of the ideas noted could be used in moderation to enhance a school-based educational experience.

BUT the learning eco-system model is designed to MARGINALIZE the human teacher. Teachers are meant to be “guides-on-the-side,” staying in the background, checking the playlists, pathways, and portfolios, rather than providing direct instruction to students, building relationships with them, or creating classroom community. Most of these activities do NOT depend on children actually being IN a school building. As 1:1 device initiatives become the norm, students can demonstrate their “mastery” from almost any location that has Wi-Fi. And this is how we end up outsourcing oversight of our children’s education to unknown parties. I fear the day we allow education to become an elaborate game of Pokémon Go, where “anyone can grant an edu-block.”

In the personalized learning environment, children, young children who have very limited experience in the world, are expected to find their own direction, their own passion, which is incredibly troubling. Or worse, they may have their direction chosen FOR them based on analysis of unknown data generated from online stealth assessments or third-party survey tools. It is scary to consider a child may have their future life choices constrained by unknowingly expressing an interest in an academic subject in elementary school. Perhaps the high school junior will be denied access to a graphic design class after having expressed an interest in medicine as a ten year old? If children step off the assigned path, will they be castigated for not being gritty or resilient and then remediated until they comply? The government has set up a maze of developmentally inappropriate standards, and now the “personalized” learning model is forcing teachers to take a spot on the sidelines and watch as things unfold.

Is it not the purpose of K12 education to provide a rich set of experiences and material that children can draw upon to craft, adapt, and refine their identities based on their own ways of being in the world? Aren’t connections to their teachers, classmates, and school staff paramount? We know that economic circumstances will require coming generations to be creative problems solvers, so why put our kids in educational and emotional straightjackets under the guise of giving them “personalized” cyber educations? It is about control, limiting access to information and human contact, and monetizing our children’s data.

It would be very naive to think given the limited public funds being invested in children, we would EVER have the resources required to maintain THREE systems of education: neighborhood schools, virtual schools, AND community-based learning eco-systems. If past experience is any measure, bricks-and-mortar neighborhood schools are going to get the short end of the stick. Which may be why districts seem intent on investing in so much technology as their facilities fall into decrepitude.

In the land of learning eco-systems everyone goes it alone. You might mix with others here and there, peers or mentors or pathway guides, but it is a “personalized” journey. They seem to be tapping into some sort of warped American ideal of individualism. I am special. I have an education “playlist” designed just for me. It is exclusive. It is one of a kind. And the reformers are thinking…Don’t ask questions. We will optimize you based on our exhaustive knowledge of who you are. We know all your 1’ and 0’s. We know more about you than YOU know. We will put you in your place, but we will be very careful in making you believe you had a choice in the matter.

Neighborhood schools are among the last public spaces where open, civic discourse can take place. They are supposed to be safe spaces where children are nurtured. They are spaces where people can come together. It is imperative that we fight for their continued existence. Trading them in for learning eco-systems or community drop-in learning centers would be a very bad idea. Next up-Future Ready Schools.

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-Alison McDowell

How exactly did the Department of Defense end up in my child’s classroom?

 

You cannot fully understand what is happening with Future Ready school redesign, 1:1 device programs, embedded assessments, gamification, classroom management apps, and the push for students in neighborhood schools to supplement instruction with online courses until you grasp the role the federal government and the Department of Defense more specifically have played in bringing us to where we are today.

In 1999, just as cloud-based computing was coming onto the scene, President Bill Clinton signed Executive Order 13111 and created the Advanced Distributed Learning Initiative or ADL.

Section 5 of that order set up “The Advisory Committee on Expanding Training Opportunities” to advise the president on what should be done to make technology-based education a reality for the ENTIRE country. The intent was not only to prioritize technology for “lifelong learning,” but also shift the focus to developing human capital and in doing so bind education to the needs of industry and the economy.

Representatives of Cisco Systems and Jobs for the Future co-chaired the committee. Others around the table included the e-learning industry, student loan financiers, educational testing companies, human resource managers, labor market analysts, universities, community colleges, chambers of commerce, city government, and a futurist. George Bush incorporated Clinton’s work into Executive Order 13218, the 21st Century Work Force Initiative, the following year giving the effort a bipartisan stamp of approval. The Obama administration continued this push for online learning in the National Broadband Plan, which contained an entire chapter on digital education, as well as through a variety of 21st century school redesign efforts like ConnectEd, Future Ready Schools, and Digital Promise.

ADL began as an electronic classroom for the National Guard and later expanded to serve the entire Defense Department. In 1998 the government decided to use it for ALL federal employee training. And by leveraging its influence over federal contracting the government successfully pushed for standards that enabled wide adoption of cloud-based instructional technology.

As the Department of Defense worked on e learning for the military in the mid 1990s, the Department of Education put together the nation’s first educational technology plan, which was completed in 1996. A tremendous infusion of federal funds was released into schools to support technology purchases and expand Internet access. The FCC’s E-Rate program was established that year.

At the same time IMS Global began to advance implementation of e-learning systems. This non-profit began as a higher education trade group and now has over 150 contributing members, including IBM, Microsoft, Oracle, and Pearson, and hundreds upon hundreds of affiliated companies and institutions that use its open source specifications. The Gates Foundation is a platinum level sponsor of four major IMS Global initiatives.

Over twenty years IMS Global members shared research and resources, and built up an industry now valued at $255 billion annually. So if you still wonder why they won’t give education back to human teachers, you simply need to take a close look at the many politically connected interests that are counting on digital education becoming the new paradigm.

IMS Global and ADL teamed up to establish common standards for meta data and content packaging of so-called learning objects. In the world of 21st century education reformers anticipate school will become largely about children interacting with these online learning objects-a playlist education if you will where based on your past performance algorithms will serve up what they think you need to know next. For folks like Reed Hastings, Jeff Bezos, or Mark Zuckerberg, such an education where students consume pre-determined content seems the ultimate in efficiency. Gamified experiences and online simulations being developed through ADL and DARPA in partnership with many universities and non-profits, will also provides a structure for to capture students’ soft skills and shape their behavior.

The first product ADL and IMS Global came up with was called SCORMor Shared Content Object Reference Model. SCORM provided pathways for the bits and pieces of e-learning content to get to a particular learning management system, like Dreambox, accessed by a particular student. It tracked elements like course completion, pages viewed, and test scores.

By 2008, there was a desire to track a student’s interaction with devices OUTSIDE of fixed learning management systems. New devices and games often did not work within the SCORM framework. Ed-tech proponents wanted students to be able to interact with online content in new ways, so they could record interactions taking place on mobile platforms, directly through browser searches, or via Internet of Things sensors.

ADL commissioned a new specification that could track activity streams as students interacted with online media. The result was xAPI or Tin Can API, which debuted in 2011. Now all sorts of data can be monitored, tracked, and put into data lockers or learning record stores. LRS’s can store information about what videos you watched, what online quizzes you took and the results, what websites you visited, what books you purchased, what games you played, what articles you read or annotated. It can also capture data gathered via sensors, RFID chips, and biometric monitors. LRSs collect data about all sorts of so-called “informal” learning experiences. The MacArthur Foundation has been funding considerable research in digital media learning (or DML) in informal settings for youth.

With the development of xAPI, the Ed Reform 2.0 vision of “anytime, any place” learning, learning where human teachers and school buildings are no longer required, could proceed more quickly. IMS Global is now supporting Mozilla’s open badge initiative. xAPI meta data could eventually be combined with badge programs and Blockchain/Bitcoin technology to create e-portfolios (online credential systems). And if automatic credential verification and micro-payment systems come to fruition, a virtual wallet voucher system could devastate already precarious public education funding.

The Advanced Distributed Learning Initiative is a major player in the development of mobile, game-based, and virtual learning environments. They also conduct extensive research and development on online “personal learning assistants” and with the aim of creating digital personal tutors for all of us. Their research is carried out at four Cooperative Laboratories or co-labs, which are located in Madison, WisconsinAlexandria, Virginia; Memphis Tennessee; and Orlando, Florida. Each lab supports partnerships with private sector interests and institutions of higher education.

The Wisconsin co-lab works specifically on academic projects, many involving the Florida Virtual School with whom they have a long-standing relationship. The co-lab’s focus is on competency-based education. They’ve partnered with the Educational Psychology department at the University of Wisconsin Madison to create educational gaming platforms and maintain over 60 other partnerships to research and refine game-based online instruction. Another focus has been on developing MASLO or “Mobile Access to Supplemental Learning Objects,” which is enabled by xAPI technology. The Tennessee co lab has been doing research on an intelligent tutoring system that even recognizes human emotion in the person using a given device and tries to counteract negative emotion.

DARPA-the Defense Advanced Research Projects Agency is also in the business of developing gaming simulations and intelligent tutoring systems. They work closely with the office of the Navy. Their “Engage” program was set up in 2012 and through partnerships with Carnegie Mellon, Texas A&M, UCLA, and the University of Denver, created numerous games for K12 students based on Alternate Reality Teaching “Our Space” in virtual environments. Instruction in Social Emotional learning was built into the games. Their Full Spectrum Learning project aims to create an online platform that can monitor students and identify their strengths and weaknesses and revise the experience adaptively based on the data generated.

The arrival of ADL, changed public education in a very fundamental way. It is no coincidence that the destructive No Child Left Behind Act was signed into law in the year after it was created. Over the next fifteen years, with bipartisan support, education incrementally gave way to training, creativity to compliance, serendipity to standards, and human connection to digital isolation. As the curriculum became narrower and narrower, emphasizing standardized test scores and demonstrations of skill, education became a hollowed out exercise, something could be digitized and outsourced to corporations.

Data-driven, standards-based tactics have been intentionally employed to regiment the very human process of teaching and learning. During ADL’s first decade, the imperative was to get technology and Internet into schools. Once that infrastructure was in place, they could concentrate on restructuring the curriculum making screen-based education central and pushing the teacher into a secondary role on the sidelines.

Common Core State Standards were a big part of that process. The National Governor’s Association and the Council of Chief State School Officers created the standards in 2009. Not as many people know about the Common Education Data Standards that were established at the same time. CEDS enabled the collection and sharing of vast amounts of data across sectors from Pre-K through Community College.

The Learning Registry is another important piece of the puzzle. It was created in 2011 as a partnership between the US Department of Education and once again the Department of Defense. It is an open source distribution network of learning resources that holds meta data and para data. It is important to understand that learning objects can be tagged in many ways, including adding tags for a variety of standards. For that reason even if we get rid of Common Core State Standards, it wouldn’t necessarily make a dent in slowing down the rollout of adaptive, digital curriculum.

In addition to meta data, which is data that describes individual education resources, the Learning Registry also collects para datathrough the use of emitters that can be mounted on smart boards in classrooms.

Para data describes how online learning resources are used:

  • Who’s doing the searches?
  • What students are in the room with the person doing the searches?
  • A history of searches conducted
  • What is being viewed, downloaded and shared?
  • What is favorited or embedded?
  • To which standards is the selected content aligned?
  • What tags have been added to content?
  • How is it being incorporated into the curriculum?
  • What grade is it being used in?
  • Where is it being used?
  • What is the audience is for the item?
  • What the instructional setting is.
  • What is the experience level of the class and the teacher?

The devices in our children’s classrooms are largely there because a specific set of government policies have prioritized technology over human educators for the past fifteen years. These devices are watching us as much as we are watching them. And we should be aware that many of the programs in use are direct outgrowths of work done by the Department of Defense in partnership with private sector interests and institutions of higher education. Technology can be used for good, but not if it is given an unconditional pass in our classrooms. Shine a light on educational surveillance. Ask questions. Talk to others and organize!

-Alison McDowell

Save the Date.

Alison McDowell will be speaking in Seattle on March 25th, from 10AM-1PM at the Lake City Branch of the Seattle Public Library (12501 28th Ave. N.E. Seattle, WA 98125 ).

Her talk Personalization or Profiling: Childhood in the Ed-Tech Era Ed Reform 2.0 is free and open to the public.