University of Minnesota Minnesota State Colleges and Universities Minnesota Office of Technology Minnesota Virtual University Minnesota Department of Education

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<ul><li> Slide 1 </li> <li> University of Minnesota Minnesota State Colleges and Universities Minnesota Office of Technology Minnesota Virtual University Minnesota Department of Education 11/24/03 The Minnesota Digital Learning Plan: A Progress Report </li> <li> Slide 2 </li> <li> 11/24/03 2 What is the Minnesota Digital Learning Plan? The Minnesota Digital Learning Plan is a collaborative effort to review the current status of Minnesota technology-enhanced education and to outline a direction that will best leverage resources and improve learning to serve the citizens of the state. The plan is sponsored by iSEEK Solutions and the Higher Education Advisory Council (HEAC) and is being led by Minnesota Virtual University University of Minnesota Minnesota State Colleges and Universities Minnesota Office of Technology Minnesota Department of Education </li> <li> Slide 3 </li> <li> 11/24/03 3 Conditions of Change The Emergence of the Digital Age End State Current State In 1992, Peter Drucker predicted that in the next 50 years, schools and universities will change more drastically than they have since they assumed their present form 300 years ago when they organized themselves around the printed book. 1 Ten years into that predicted upheaval, the Minnesota Digital Learning Plan will take a collective snapshot of where we sit and where we have to go in the next five years. 2003 1 American Council on Education Center for Policy Analysis, Barriers to Distance Education 2008 </li> <li> Slide 4 </li> <li> 11/24/03 4 The Drivers of Change New literacy &amp; job skill requirements in the workforce Limited dollars at the state and institutional levels Changing, Digital Age customer expectations High total cost of ownership of proprietary systems National, international, &amp; private competition Trends toward data-driven decision making &amp; increased accountability Changing student demographics &amp; profiles &amp; the rise of the non-traditional student Increased security risks &amp; requirements Every Minnesota educational institution is facing similar drivers to adopt and adapt. ExternalInternal </li> <li> Slide 5 </li> <li> 11/24/03 5 Its not just Minnesota Learner access to the Internet supports interactive communication and provides access to powerful learning opportunities beyond the boundaries of schools and classrooms The National Association of State Boards of Education (NASBE), describes the factors driving inevitable change across the nation 1 : Interactive communication technologies support the findings and practical applications of recent brain research into how people learn. There is so much to learn textbooks and curriculum frameworks cannot hope to adequately cover all the knowledge necessary for life today. The home is becoming a learning place powerful learning opportunities are available to children in the home. The kids get it! Students come to school recognizing that they have more powerful learning opportunities available out of school than they have in school. Americas economy requires work to involve learning businesses are not competitive unless their workers are knowledge workers who continuously improve their knowledge, skills and productivity. 1 Any Time, Any Place, Any Path, Any Pace: National Association of State Boards of Education e_Learning Policy Report, 2001 </li> <li> Slide 6 </li> <li> 11/24/03 6 Minnesotas Technology Environment At the end of 2001, 63.5% of Minnesotas population had access to the Internet, second only to Alaska, at 68.8%. 1 91.7% of Minnesotas manufacturer establishments had Internet access, number one in the nation. 1 Technet ranks Minnesota 16 th in its 2003 State Broadband Index, an assessment of state policies impacting deployment and demand. 2 1 A Benchmark Study of State Telecommunications Networks, appendix: The Progressive Policys 2002 State New Economy Rankings, http://www.colorado.gov/dpa/doit/mnt/customerservice/StateNetworksBenchmarkStudy1-img.pdf 2 TechNet, 2003 State Broadband Index http://www.technet.org/resources/State_Broadband_Index.pdf http://www.technet.org/resources/State_Broadband_Index.pdf </li> <li> Slide 7 </li> <li> 11/24/03 7 Workforce requirements 1 Building Talent for Minnesotas New Economy, a statewide leadership project, 2002 The debate is long over. We are now in the Age of Talent, where the success of our state, regions and communities is increasingly tied to the development of our intellectual resources and decreasingly connected to geography and natural resources. Many Minnesotans question our ability [to adapt] to the Age of Talent and believe we are falling well behind that of other leading US regions and countries around the globe. 1 Our research indicates that the advanced manufacturing, information technology and life science sectors [in Minnesota] include close to 2,500 technology-intensive companies with more than 5 employees. This includes some 1,300 firms in advanced manufacturing industries, 850 in information technology and 300 in life sciencesWhile it is clear that Minnesotas technology economy has performed very well during the past decade and has a strong establishment, it is less clear where we go from here do we stay in the top 10, move up, or move down? 2 2 Our Competitive Nature: Minnesotas Technology Economy, Minnesota Technology, Inc., 2002 We are in the midst of an information revolution. Large disruptions in the work cycle require constant retraining as traditional job skills are outstripped by market-driven skills. Education is no longer a formal period that ends at age 25. It is clearly true today that individuals will need to be educated throughout their lives. 3 3 Access to Success, Report of the Citizens Advisory Commission, Minnesota State Colleges and Universities, 2002 </li> <li> Slide 8 </li> <li> 11/24/03 8 Skills for the 21 st Century Many studies predict a new skill set will be necessary for jobs in the 21 st Century. Among the top skills needed in Minnesota: Verbal skills reading comprehension, writing, listening Reasoning thinking critically, organizing information, using logic Math Technical design designing and troubleshooting equipment, programming Human service understanding others reactions and looking for ways to help others Management managing time, finances, materials and employees Minnesota Department of Economic Security, Research and Statistics Office, March 2000, Skills For the 21 st Century </li> <li> Slide 9 </li> <li> 11/24/03 9 Workforce Requirements A 2003 summit on ICT literacy recognized the importance of education technology in providing students with the five basic skills necessary to achieve literacy in a knowledge society: The ability to access information in the digital era; Knowledge of how to manage information effectively; The ability to interpret and integrate the results of research; The ability to evaluate the quality of these results; and the ability to create new information by adapting, applying, designing, inventing, or authoring information. 2 2 Digital Transformation: A Framework for ICT Literacy, 2002, http://www.eschoolnews.com/news/showStoryalert.cfm?ArticleID=4211 In its report to the National Governors Association, The Commission on Technology and Adult Learning foresees a future in which e-learning allows learning to become a continuous process of inquiry and improvement that keeps pace with the speed of change in business and society. With e- learning, the learner has convenient, just-in-time access to needed knowledge and information, with small content objects assembled and delivered according to the learner's specific needs. 1 1 A Vision of e-Learning for Americas Workforce, final report of the Commission on Technology and Adult Learning, 2001 </li> <li> Slide 10 </li> <li> 11/24/03 10 Multiple Literacy Skill Sets In the 20 th Century, literacy meant knowing how to read. In the 21 st Century, both learners and educators will need to master multiple literacy skills: 1 Text-based, or alphabetic literacy (the ability to learn to read; the ability to locate, cycle, and interpret information such as charts, graphs, maps and other visual displays; the ability to interpret and apply information for a specific purpose (statistical representations and other non-traditional formats) Representational literacy (the ability understand how meaning is created by analyzing information) Tool literacy (The ability to use technology and computers to learn ) 1 Rafferty, C. D. (1999). Literacy in the information age. Educational Leadership, 57, 22-25, http://www.ncrel.literacy.smartlibrary.info/NewInterface/segment.cfm?segment=2380 </li> <li> Slide 11 </li> <li> 11/24/03 11 The Nine Information Literacy Standards for Student Learning The American Association of School Librarians outlines 9 information literacy standards for the 21 st Century learner 1 : Accessing information efficiently and effectively Evaluating information critically and completely Using information accurately and creatively Pursuing information related to personal interests Appreciating literature and other creative expressions of information Striving for excellence in information seeking and knowledge generation Recognizing the importance of information to a democratic society Practicing ethical behavior in regard to information and information technology Participating effectively in groups to pursue and generate information 1 Information Power: Building Partnerships for Learning, American Association of School Librarians, 1998, http://www.ala.org/aaslTemplate.cfm?Section=Information_Power&amp;Template=/ContentManagement/ContentDisplay.cfm&amp;C ontentID=19937 </li> <li> Slide 12 </li> <li> 11/24/03 12 Technology Standards According to Technology Counts 2003*, Minnesota is one of only 8 states in the country whose state standards for students do NOT include technology or technology literacy. *Technology Counts 2003 report, Education Week, http://www.edweek.org/sreports/tc03/ </li> <li> Slide 13 </li> <li> 11/24/03 13 Student Enrollment Trends in Higher Education * The current education infrastructure cannot accommodate the growing college-aged population and enrollments, making more distance education programs necessary. Students are shopping for courses that meet their schedules and circumstances. Higher-education learner profiles, including online, information-age, and adult learners, are changing. The percentage of adult, female, and minority learners is increasing. Retention rates concern administrators and faculty members. * Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning, Scott Howell, Peter Williams, Nathan Lindsay. http://www.westga.edu/~distance/ojdla/fall63/howell63.html </li> <li> Slide 14 </li> <li> 11/24/03 14 The Rise of the Non-Traditional Student Three quarters of all [US] undergraduates are non-traditional Delayed enrollment Attend part-time Work full-time Are financially independent Have dependents Are single parents Lack high school diploma NCES, 2002, cited in The New Student, Diana G. Oblinger, Ph.D. </li> <li> Slide 15 </li> <li> 11/24/03 15 Minnesota Higher Education Students by Full and Part-time Enrollment (fall 2001) 66% of all undergraduates attended full-time. 13% were older than 25 years 34% of undergraduates attended part-time. 55% were older than 25 years, with 29% over age 35 1 32% of MnSCU students are college experience learners. The rest are corporate learners (19.4%), professional enhancement and life fulfillment learners (18.3%), degree completion adult learners (19.2%) remediation and test prep learners (7.4%), and pre-college (K-12) learners (3.5%). 2 1 HESO: www.mheso.state.mn.us/insight.crm?file=mnUndergradswww.mheso.state.mn.us/insight.crm?file=mnUndergrads 2 Minnesota Online: e-Learning Strategies, Minnesota State Colleges and Universities, 2002 </li> <li> Slide 16 </li> <li> 11/24/03 16 Changing Student Demographics Minnesota faces demographic changes that require a new definition or access to post-secondary education. The Twin Cities metropolitan area had one of the fastest-growing immigrant populations in the United States during the past decadeIn addition, many of the states rural communities are experiencing substantial growth in their minority populationsSome are traditional students ages 18 to 24, while others are going back at an older age to continue their education. These students are all motivated to improve themselves, and in doing so, will make Minnesota a better place to live and work. 1 1 Access to Success, Report of the Citizens Advisory Commission, Minnesota State Colleges and Universities, 2002 </li> <li> Slide 17 </li> <li> 11/24/03 17 Minnesota High School Graduates, 2003 - 2013 Minnesota high school graduates are projected to Peak statewide at 63,300 in 2004 Level off statewide from 2004 to 2009 Begin decreasing statewide in 2010, with fewer than 58,900 projected for 2013 Grow in the Twin Cities by 7.4% Grow in St. Cloud by 5% Decrease in all other regions of the state HESO: www.mheso.state.mn.us/insight.crm?file=pipeline </li> <li> Slide 18 </li> <li> 11/24/03 18 Learners of the 21 st Century Sixty-five percent of US children now use the Internet, representing a 59% growth rate from 2000. Preschool children are one of the fastest growing groups to be online with 35 percent in 2002 compared with 6 percent in 2000. Eighty-seven percent of Caucasian and 98 percent of high income families own computers, whereas the rate of computer ownership among African - American families is 71 percent and among low income families it is 65 percent. Online children between 6 and 17 reported using the Internet 5.9 hours per week in 2002 compared with 3.1 hours per week in 2000. The older the child, the more time spent online. For example, teenagers claim they spend an average of 8.4 hours per week online, 9-12 year olds report 4.4 hours, and 6-8 year olds report 2.7 hours per week. One in five children log onto the Internet at home every day for educational purposes. Children's use of the Internet is diverse: exploration (surfing and searching); communication (instant messaging, emailing, chat rooms); entertainment (games, downloading and exchanging music, pictures, videos); education Sixty-four percent of teenagers report education as part of their weekly online experiences. Teenagers are online more than they watch television, for example, 3.5 versus 3.1 hours per day. Eighty-one percent of parents believe the Internet is valuable to their children's learning. Grunwald Associates (2003). Connected to the future: A report on childrens Internet use from the Corporation for Public Broadcasting. http://cpb.org/ed/resources/connectedhttp://cpb.org/ed/resources/connected </li> <li> Slide 19 </li> <li> 11/24/03 19 Learners of the 21 st Century Internet-savvy students are coming to school with different expectations, different skills, and access to different resources.Students are frustrated and increasingly dissatisfied by the digital dis...</li></ul>

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