Impactful Edtech: The role of evidence in education businesses

Learning Innovator, Research & Speaker
21 de Jun de 2014

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Impactful Edtech: The role of evidence in education businesses

  1. Impactful EdTech Rethinking the role of evidence in education businesses @simonbreakspear
  2. Simon Breakspear Founder and CEO of LearnLabs! ! Simon Breakspear is recognised internationally as a leading thinker on the future of learning and educational innovation. Simon is the founder and CEO of LearnLabs, a global learning strategy and design agency, that helps school, system, policy and business leaders design and deliver high-impact strategies to enable 21st Century learning at scale. He has worked with and spoken to leaders across Australia, New Zealand, the USA, the UK, Europe, Canada, Israel, Hong Kong and India. ! ! As a passionate educator and learning strategist, Simon works on systemic challenges in education reform and redesign. He also advises EdTech start-ups around the globe that are seeking to develop disruptive education models to improve the quality and equity of student learning. Simon holds a first class honours degree in Psychology, a Bachelor of Teaching, a MSc. in Comparative and International Education from the University of Oxford, and is a PhD Candidate at the University of Cambridge. He was a Gates Scholar at the University of Cambridge, and Commonwealth Scholar at the University of Oxford!!!
  3. Rethink the role of Evidence
  4. Why focus on impact evidence? Why is user feedback important but insufficient?
  5. Scared Straight Programme The Importance of Evidence of Impact 80 to 14,000 From good intentions to real impact.
  6. “What is clear is that no technology has an impact on learning in its own right; rather its impact depends upon the way in which it is used.” ! NESTA, 2012 “Decoding learning:The proof promise and potential of digital education.” p9 Michael Fullan! Wrong Drivers for School reform
  7. No one can do your thinking for you
  8. Clarity Follows Activity
  9. Why are you here?
  10. Profitable Business or/and Improve Learning or/and Transform Learning
  11. Extrac'ng*efficiencies*and* diminishing*returns* Educa'onal*pioneers*design,* develop*and*prove*new* models.** S"curve(1( Educa-on(1.0( S"curve(2( Educa-on(2.0( New*models*are*taken*to* scale** Focus*of** LEARNSHIFT* Learning*Outputs* Applied*Effort** How far do you want to push learning?
  12. Whose Problem are you solving
  13. The one question to ask teachers: What time did you have lunch today?
  14. What are the challenges ! teachers face?
  15. Stop ‘pitching’ and start listening
  16. What are the top 2 concerns of a typical school principal
  17. #1. There is an Opportunity Do well by doing good.
  18. ‘Big’ For-Profit Education
  19. “Who owns American public education? Until a decade ago, we might have answered: the public. Or the states. Or the local school boards. Now, the likely answer is: the U.S. Department of Education. Or the Gates Foundation, which seems to own the U.S. Department of Education. But there may be another answer (this is not a multiple-choice test, and there is more than one right answer): Pearson, the megalith corporation that produces curriculum, textbooks, tests, owns the company that accredits teachers (EdTPA), owns an online charter corporation (Connections Academy), and owns the GED.” Diane Ravitch The critique heats up
  20. Efficacy as an USP
  21. Does learner impact really matter if the client buys it? !
  22. Do Well By Doing Good Sell
  23. ! #2. ‘Double’ Lean EdTech start-ups are running two lean experiments at the same time. Iterating on a a business model and a learning model.
  24. Business Model Learning Model Profitability ! Business Model ! User/Rev. Metrics ! Impact ! Learning Model ! Learning Metrics ! AND The ‘Double’ Lean Start-up Approach
  25. EdTech Business models can be particularly difficult to crack
  26. Apply Existing Education Evidence Base +
  27. ‘Learning Models’ are as Complex as Business Models
  28. What does this data tell us...? So What? Using Data to Make decisions
  29. #3. Know the target outcomes & metrics Be very clear on what outcomes you are trying to improve through solving your identified problem.
  30. Cognitive! Interpersonal! Intrapersonal 21st Century Skills: 3 Domains National Research Council (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
  31. Choose the 1 metric that matters Learning
  32. 1. Describe the exact skill behaviour or mindset your product or service aims to improve.! ! 2. Who is your target group?! ! 3. Do you have a way of measuring the intended outcome?
  33. Are you collecting this data?
  34. #4. Apply what we already know about powerful learning Focus first on ALIGNMENT with the current evidence base on effective learning.
  35. Design for Deep Learning
  36. ! Under what conditions does learning flourish? ! ! Designed for Deep learning
  37. Learning by Design Innovating Learning is a Design Science Developing new ecosystems of learning
  38. We know more about learning than ever before Design Principles
  39. 6 ELEMENTS 1.Student-owned 2.Growth-focused 3.Connected 4.Integrated 5.Applied 6.Collaborative !
  40. OECD, Innovative Learning Environments Project 7 Principles 1. Learner have to be at the center of what happens in the classroom 2. Learning is a social practice & can’t happen alone 3. Emotions are an integral part of learning 4. Learners are different 5. Students need to be stretched, but not too much 6. Assessment should be for learning, not of learning 7. Learning needs to be connected across disciplines How can the learning sciences inform the design of 21st century learning environments?
  41. What is your learning model? What system is it functioning in? Draw it.
  42. What evidence have you built into this design?
  43. What other factors is the impact of your product/service dependent on? You need to build capacity
  44. #5. Get on the path to generating evidence of educational impact
  45. Do effective learning programs work like Aspirin?
  46. What Works to What is working, for whom, when and where Generalise through fit
  47. Proof Or Path Evidence Journey