The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment

State by state, our country is revamping our education system to ensure that each and every one of our young people is college and career ready. Over two-thirds of our states have adopted policies that enable credits to be awarded based on proficiency in a subject, rather than the one-size-fits-all seat-time in a classroom. Now states such as Maine and New Hampshire are taking the next step in establishing competency based diplomas in which students are expected to demonstrate that they can apply their skills and knowledge. To ensure high-quality competency education, in 2011 one hundred innovators created a working definition to guide the field. This paper delves into the fourth element of the definition: Students receive timely, differentiated support based on their individual learning needs. Through a series of interviews and site visits, an understanding of how support in a competency-based school differs from traditional approaches emerged. Learning in a competency-based environment means pushing students and adults to the edge of their comfort zone and competence -- the learning edge. Common themes that were drawn from the wide variety of ways schools support students became the basis for the design principles introduced here. It is essential to pause and understand the importance of timely, differentiated support. Our commitment to prepare all of our young people for college and careers demands that we be intentional in designing schools to effectively meet the needs of students of all races, classes, and cultures. It also demands our vigilance in challenging inequity. There is a risk in competency education -- a risk that learning at one's own pace could become the new achievement gap and that learning anywhere/anytime could become the new opportunity gap. Therefore, our goal in writing this paper is to provide ideas and guidance so that innovators in competency education can put into place powerful systems of supports for students in order to eradicate, not replicate, the inequities and variability in quality and outcomes that exist in our current system. Please consider this paper as an initial exploration into what it means to provide support for the individual learning needs of students. It is designed to generate reflection, analysis, and feedback

Using Technology Enabled Qualitative Research to Develop Products for the Social Good, An Overview

This paper discusses the potential benefits of the convergence of three recent trends for the design of socially beneficial products and services: the increasing application of qualitative research techniques in a wide range of disciplines, the rapid mainstreaming of social media and mobile technologies, and the emergence of software as a service. Presented is a scenario facilitating the complex data collection, analysis, storage, and reporting required for the qualitative research recommended for the task of designing relevant solutions to address needs of the underserved. A pilot study is used as a basis for describing the infrastructure and services required to realize this scenario. Implications for innovation of enhanced forms of qualitative research are presented

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

Evaluation of the Jim Joseph Foundation Education Initiative Year 3 Report

Launched in 2010, the Jim Joseph Foundation Education Initiative supports programs at three flagship Jewish institutions of higher education: Hebrew Union College-Jewish Institute of Religion (HUC-JIR), Jewish Theological Seminary (JTS), and Yeshiva University (YU). As part of this initiative, HUC-JIR, JTS, and YU designed and piloted new programs, enhanced existing programs, and provided financial assistance to additional programs.American Institutes for Research (AIR) is conducting an independent evaluation of the Jim Joseph Foundation Education Initiative. This report is the third in a series of five annual reports that describe progress toward accomplishing the goals of the Education Initiative

Complementing mass customization toolkits with user communities: How peer input improves customer self-design

In this article, the authors propose that the canonical customer-toolkit dyad in mass customization (MC) should be complemented with user communities. Many companies in various industries have begun to offer their customers the opportunity to design their own products online. The companies provide web-based MC toolkits which allow customers who prefer individualized products to tailor items such as sneakers, PCs, cars, kitchens, cereals, or skis to their specific preferences. Most existing MC toolkits are based on the underlying concept of an isolated, dyadic interaction process between the individual customer and the MC toolkit. Information from external sources is not provided. As a result, most academic research on MC toolkits has focused on this dyadic perspective. The main premise of this article is that novice MC toolkit users in particular might largely benefit from information given by other customers. The pioneering research conducted by Jeppesen (2005), Jeppesen and Frederiksen (2006), and Jeppesen and Molin (2003) has shown that customers in the computer gaming and digital music instruments industries are willing to support each other for the sake of efficient toolkit use (e.g., how certain toolkit functions work). Expanding on their work, this article provides evidence that peer assistance appears also extremely useful in the two other major phases of the customer's individual self-design process, namely the development of an initial idea and the evaluation of a preliminary design solution. Two controlled experiments were conducted in which 191 subjects used an MC toolkit in order to design their own individual skis. The authors find that during the phase of developing an initial idea, having access to other users' designs as potential starting points stimulates the integration of existing solution chunks into the problem-solving process, which indicates more systematic problem-solving behavior. Peer customer input also turned out to have positive effects on the evaluation of preliminary design solutions. Providing other customers' opinions on interim design solutions stimulated favorable problem-solving behavior, namely the integration of external feedback. The use of these two problem-solving heuristics in turn leads to an improved process outcome, that is, self-designed products which meet the preferences of the customers more effectively (measured in terms of perceived preference fit, purchase intention, and willingness to pay). These findings have important theoretical and managerial implications. (author's abstract

You Have To Find Your People: a Design-Based Approach to Transforming Teacher Practices Using Socially Just Innovation

The research for this dissertation is presented in manuscript format with an introduction, an in-depth outline of three manuscripts related to this study, and a conclusion that follows. As design-based research serving as the foundation to this work, the first manuscript used networked inquiry to uncover what teachers need in order to transform their classroom instruction to infuse socially just practices. The second manuscript used the figured worlds theoretical framework (Holland et. al 1998) to examine the identity transformations of experienced teachers. And, the third manuscript explored the connection between novice teachers and socially just innovative mentor teachers and its impact on newly developed classroom structures. Finally, the work concludes with implications for classroom teachers, teacher education, and administrators along with suggestions toward further research

Innovation, sustainability and democracy: an analysis of grassroots contributions

In this paper we introduce an area of activity that has flourished for decades in all corners of the globe, namely grassroots innovation for sustainable development. We also argue why innovation in general is a matter for democracy. Combining these two points, we explore how grassroots innovation can contribute to what we call innovation democracy, and help guide innovation so that it supports rather than hinders social justice and environmental resilience. Drawing upon qualitative case studies from empirical domains including energy, food, and manufacture, we suggest it does so in four related ways: 1. Processes of grassroots innovation can help in their own right to cultivate the more democratic practice of innovation more generally. 2. Grassroots innovations that result from these processes can support citizens and activities in ways that can contribute to practice of democracy. 3. Grassroots innovations can create particular empowering sociotechnical configurations that might otherwise be suppressed by interests around more mainstream innovation systems. 4. Grassroots innovations can help nurture general levels of social diversity that are important for the health of democracy in its widest political senses. The paper finishes with a few suggestions for how societies committed to innovation democracy can better support and benefit from grassroots activity, by working at changes in culture, infrastructure, training, investment, and openness

Threshold concepts: Impacts on teaching and learning at tertiary level

This project explored teaching and learning of hard-to-learn threshold concepts in first-year English, an electrical engineering course, leadership courses, and in doctoral writing. The project was envisioned to produce disciplinary case studies that lecturers could use to reflect on and refine their curriculum and pedagogy, thereby contributing to discussion about the relationship between theory and methodology in higher education research (Shay, Ashwin, & Case, 2009). A team of seven academics investigated lecturers’ awareness and emergent knowledge of threshold concepts and associated pedagogies and how such pedagogies can afford opportunities for learning. As part of this examination the lecturers also explored the role of threshold concept theory in designing curricula and sought to find the commonalities in threshold concepts and their teaching and learning across the four disciplines. The research highlights new ways of teaching threshold concepts to help students learn concepts that are fundamental to the disciplines they are studying and expand their educational experiences. Given that much of the international research in this field focuses on the identification of threshold concepts and debates their characteristics (Barradell, 2013; Flanagan, 2014; Knight, Callaghan, Baldock, & Meyer, 2013), our exploration of what happens when lecturers use threshold concept theory to re-envision their curriculum and teaching helps to address a gap within the field. By addressing an important theoretical and practical approach the project makes a considerable contribution to teaching and learning at the tertiary level in general and to each discipline in particular

Evaluating Practice-based Learning and Teaching in Art and Design

The University of the Arts London is host to the Creative Learning in Practice Centre for Excellence in Teaching and Learning (CLIP CETL), which has funded a number of small course-based evaluative and developmental projects. These projects have been designed by course tutors in conjunction with the CLIP CETL team, who are evaluating them to better understand and extend the pedagogies of practice-based teaching and learning. Practice-based learning is a way of conceptualising and organising student learning which can be used in many applied disciplinary contexts. Such pedagogies we argue are founded on the claim that learning to practice in the creative industries requires engagement with authentic activities in context (Lave and Wenger 1991, Wenger 2000). This short paper will describe some of the initial evaluation and research activities in two colleges; identify and define practice-based activities in the context of the courses where the research is being carried out; identify emerging pedagogic frameworks; and discuss implications for further development. Activities identified in the projects undertaken include: Opportunities to develop students‟ direct contact with industry Simulating work-based learning in the University Event-based learning Enhancing professional practice and PPD The authors are seeking to elicit, analyse and evaluate what is often implicit in practitioner-teachers, and the experience of developing pedagogies for extending practice-based learning. We will be theorising from statements made by practitioners in semi-structured interviews and evidence provided in progress reporting from the project teams