What are universities for? Project based Learning in the New … · 2018-07-18 · granular learning experiences Elementary and discrete competency‐based learning Learning decoupled

What are universities for? Project‐based Learning in the New Digital Ecosystem

Randy Bass (Georgetown University)

WPI Project‐based Learning Institute

June 22, 2017

Randy Bass (Georgetown University)

WPI Project‐based Learning Institute

June 22, 2017

The future of higher education, and indeed the very survival of your institutions, entirely pivots on what you will be doing the next three days.

CORE MESSAGE

“Punctuated Equilibrium”

Source: http://anthro.palomar.edu/synthetic/synth_9.htm

How do we shape a positive and moral vision for the future of higher education?


CORE MESSAGE: Project‐based Learning

Whole Person

Equity

Unique Purposes

Positive Change

If we were designing the university for this moment in history what

would it look like?

The Design Question

What will the conditions of knowledge, technology, learning

and work be in 15 years?

What kind of graduate would we want to produce?

“The University as a Design Problem”Profs. Ann Pendleton Jullian and Randy Bass

2030: Designing for context not content

i u g i/ y o o - g e e /

naman delbert esi

iugi: unlock the futureW H A T I F G E O R G E T O W N C O U L D P R O M O T E K N O W L E D G E S Y N T H E S I S T H R O U G H C O L L A B O R A T I V E P R O J E C T S F R O M D A Y 1 T O G R A D U A T I O N , I N V O L V I N G S T U D E N T S , P R O F E S S O R S , S T A F F A N D P R A C T I T I O N E R S ?

S Y S T E M F E A T U R E SI U G I S

U N L O C K I N G M E C H A N I S M

S K I L L S - B A S E D C O R E

D A S H B O A R D

P O R T F O L I O

iugiIugis are project families that reverse the course-centric learning model.

``̀

Online Course

Lecture series

Reading cluster

`

Class/knowledge

Lab

Today Tomorrow

Knowledge Packets

IUGI

iugi taxonomy

1 2 3 4

If we were designing higher education for this moment in history what would it look like?

The Design Question

How do we make a robust and meaningful education equitably available to everyone?

From unbundlingto rebundling

Randy Bass, GeorgetownBret Eynon, LaGuardia Community College

External Forces of Potential Disruption

Skill‐based Learning

Data Analytics / Adaptive Learning

Open Online Courses Public Funding

Accountability

Expanded access

Data Analytics / Adaptive Learning

Skill‐based Learning

Open Online Courses

The Onrushing Digital

Revolution

ScaleAutomateReduce

instructional costs

“Unbundling = Equity”

The great tension of our time in education is between integration and dis‐integration.

Two paradigms of educationIntegrative (bundled, holistic, coherent):

Curricular & co‐curricular conceived as part of a whole Knowledge, skills & dispositionsConnections & integrationDesign of learning experiences for whole

person development

Disintegrative (unbundled): Design of discrete or granular learning experiences

Elementary and discrete competency‐based learning

Learning decoupled from formal boundaries

Analytics that track narrow or micro learning








person development

Disintegrative (unbundled):



person development





Rebundling: Toward a New Synthesis





Integrative (bundled, holistic, coherent):


person developmentDisintegrative in service to the integrative

If we were designing higher education for this moment in history what would it look like?

How do we make a robust and meaningful education equitably available to everyone?

Randy Bass, GeorgetownBret Eynon, LaGuardia Community College

IntegrativeInclusive

Dis‐integrative Integrative

Inclusive Excellence

Exclusive Excellence

AAC&U: Inclusion, Diversity , Equity (access but experience and outcomes)

Best studentsRich holistic environments

Liberal arts colleges and universities

open access and public institutions

Startup, disruptors

“REBUNDLING”

Purdue‐Gallop Poll on Engaged Work and Flourishing

Two most important predictors of success:

1) Adult mentor who cared about you

2) Sustained project


64% I had a professor who made me excited about learning.

27% Professor cared about me as a person.

22% A mentor who encouraged my goals and dreams.

14% had all three.


32% A long term project that took a semester or more to complete.

30% Internship or job where applied learning.

20% Extremely involved in extracurricular activities or organizations.

%6 of all graduates

Dis‐integrative Integrative

Inclusive Excellence

Exclusive Excellence

AAC&U: Inclusion, Diversity , Equity (access but experience and outcomes)

Best studentsRich holistic environments

SelectiveLiberal arts colleges and universities

open access and public institutions

“%6 of all graduates”

IntegrativeInclusive

Formal undergraduate curriculum

Experiential co‐curriculum



Study abroad Undergraduate research

Community‐based learning

First‐year Seminars

Writing‐intensive Capstone courses

Collaborative Assignments

Where are the “high‐impact practices” located?

Student AffairsAdvising

Internships





Accountable talk and thinking

Meet challenges to perspectives and belief, take risks, operate outside comfort zone

Get (and give) frequent and meaningful feedback

Make daily decisions –judgment in uncertainty

NEW ECOLOGY FOR LEARNING

What makes High Impact Practices high impact?

Invest time and effort (time on task)

Opportunity to integrate, synthesize, make meaning

High impact integrative Curriculum



Foundational KnowledgeSome generic and interchangeableSome institutionally‐distinctive expertise

Local and IdentityJesuit and Catholic

Mentor‐basedtradition

Residential, Diverse

Blendedinteractive online

GranularDis‐integrativeMassive Online

Institutional Brand and Identity

Engaging DifferenceEthical JudgmentSelf‐ReflectionPractitioner education, leadership

HOW DO WE DESIGN FOR THIS CENTER?

Project‐based Learning

Educating the whole person?

“formation”

Dispositions: Learning to learnCritical thinkingCreativity Curiosity Resilience EmpathyHumility Ethical Judgment

Striving to cultivate a balanced person, with intellectual, affective, imaginative and reflective capacities.

Knowledge + Skills + Dispositions (+ Values)

“HARD SKILLS”

Matthew Hora, Beyond the Skills Gap

“These competencies can be summed up as a combination of a strong work ethic; rigorous technical training; the ability to solve complex technical problems and interpersonal dilemmas, engage in teamwork, and communicate effectively; and the ability and desire to continually learn.”

Matthew Hora, Beyond the Skills Gap “These competencies can be summed up as a combination of a strong work ethic; rigorous technical training; the ability to solve complex technical problems and interpersonal dilemmas, engage in teamwork, and communicate effectively; and the ability and desire to continually learn.”

“These are the habits of mind that are necessary for innovative and competent workers that the business community craves; for citizens who can contribute to a healthy democracy; for thinkers who can creatively solve the environmental, social, and economic challenges of the twenty‐first century; and for students to have the best opportunities for securing employment throughout their working lives.”

“The Imprint of Integration”

ePortfolio Initiatives Make Student Learning Visible

ePortfolio initiatives support reflection, social pedagogy, and deep learning.

ePortfolios hels students reflect on and connect their learning across experiences. Advancing higher order thinking and integrative learning, the connective ePortfolio helps students construct purposeful identities as learners.

Addressing the Whole StudentPurposeful Self-Authorship

Advisement & Academic Planning

Connecting w/ Faculty & Students

External Audiences

Learning Across Disciplines

Learning Across Semesters

Formal Academic Curriculum

Co-Curricular & Lived

Experiences

Students’Integrative ePortfolioPractice

ePortfolio as a high‐impact practice

Building my ePortfolio Agree/Strongly Agree

Helped me make connections between ideas 75.6%

Helped me think more deeply about course content 64.4%Allowed me to be more aware of my growth & development as a learner

69.3%

My (ePortfolio‐enhanced) course engaged me in… Quite a Bit/Very Much

Synthesizing & organizing ideas, information or experiences in new ways

83.1%

Applying theories or concepts to practical problems or in new situations

77.2%

My course contributed to my knowledge, skills and personal development in understanding myself

78.6%

What Does it Take to Make a Difference?

http://c2l.mcnrc.org/

Reflection is the bridge between Inquiry and Integration.

Kathleen Blake Yancey defines reflection as the centerpiece of powerful ePortfolio learning.

“________ is helping me become an agent ofpositive change.”

Catalyst Badge

What if these were our graduate attributes?

Students / Graduates will be able to:

1. Embrace challenge2. Take action to pursue positive change3. Translate ideas into measurable concrete efforts4. Persist toward completion5. Make things happen6. Get things started7. Show initiative8. Take risks9. Be thoughtful10. Be reflective

Integration and

integrity



Whole Person

Equity

Unique Purposes

Positive Change

Jack DeGioia, President, Georgetown

Three interlocking and inseparable elements of the University:

• Formation of men and women

• Knowledge‐creation through scholarship and research

• Public Good and the Common Good

Knowledge of a domain Knowledge of the world

Knowledge of yourself

Heidi Elmendorf, Ph.D.Biology, Georgetown

Formation

The white space of … formation, transformation and whole student development

Domain Knowledge

Knowledge of the world

Knowledge of yourself

New paradigm for higher education? The place of project‐based learning!



Project‐based learning enables colleges and universities to be their best, most authentic selves.

Thank You and Good Luck!

[email protected]

Documents

What are universities for? Project based Learning in the New … · 2018-07-18 · granular learning experiences Elementary and discrete competency‐based learning Learning decoupled