Real World: 21st Century Digital Learning Environments

Learning Environments Must Break Through the Silos that Separate Learning from the Real World

ORLANDO, FL — Jan. 23, 2009 — Successful learning environments break through the barriers that separate schools from the real world, educators from each other and policymakers from the communities they serve. Yet, many schools continue to reflect their Industrial Age origins with rigid schedules, inflexible facilities and fixed boundaries between grades, disciplines and classrooms, according to a new paper released by the Partnership for 21st Century Skills and sponsored by Cisco Systems.

The paper, 21st Century Learning Environments, finds that learning environments – the structures, tools, and communities that inspire students and educators to attain the knowledge and skills that are required of them – must embrace a diverse and complex world of people, places, and ideas. While a tremendous amount of attention has been paid to standards, assessments, professional development, and curriculum and instruction, the paper finds that learning environments are an essential component to supporting positive 21st century outcomes for students.

The report notes that the term ‘learning environment’ has traditionally suggested a concrete place (schools, classrooms, libraries, etc.), but in today’s interconnected and technology-driven world, a learning environment can be virtual, online and remote. In addition, physical learning structures must be designed to suit the immediate and future requirements of a community and should enable collaboration, interaction and information sharing among community members.

While the relationship of physical spaces and technological systems to learning continues to be ever important, even more important is how – and whether – these environments support the positive human relationships that matter most to learning, according to the report. The most essential element of all learning environments has always been the ‘people network’ – the community of students, educators, parents, business and civic leaders, and policymakers that constitute the human resources of an education system.

“It is critical that 21st century learning environments address the multiple and interconnected needs of the whole child,” said Paige Kuni, worldwide manager of K-12 education for Intel Corporation and chair of the Partnership for 21st Century Skills. “Learning supports are only valuable if they effectively reinforce human relationships, give relevance to learning and encourage student engagement. Schools must devote themselves to more than the mind-body connection to ensure student achievement.”

Likewise, technology must go beyond merely supporting instruction to help foster personal connections to ensure students have the necessary foundations to become successful 21st century citizens. Toward that end, technology can enhance student learning and promote mastery of 21st century skills – learning and innovation skills, core subjects and 21st century themes, life and career skills and information, media and technology skills – by promoting greater student achievement, increasing student engagement, assessing student performance, facilitating communication and collaboration and maximizing administrative effectiveness.

The paper notes that the greatest challenge to incorporating technology into learning environments is not finding time and money, but finding ways to adequately support the use of these tools. Technology can only make a difference when students, teachers, and administrators are provided the necessary supports to proficiently integrate it into daily routines. Educational technology is most valuable when it functions as part of a thoughtfully orchestrated system that includes effective curriculum and instruction, ongoing professional development, authentic assessments and a positive learning culture.

“Schools are being designed for a new balance that combines the best of traditional classroom learning with leading 21st century learning methods and tools,” said Bernie Trilling, global director of education strategy and partnerships for the Oracle Education Foundation. “The learning environments of the 21st century will encompass a powerful mix of face-to-face learning opportunities with digital connections to bridge cultures and blend virtual and real-life relationships. At the same time, federal, state and local policies must help guide the creation of learning environments that serve all students in every corner of our states.”

With tight budgets and worries over the economy, policymakers face tough decisions concerning whether school design really makes a difference, notes the report. According to Georgetown University researchers, design has a bearing on achievement, as test scores can increase by up to 11 percent by improving a school’s physical environment. With that in mind, school design must also effectively address increasing enrollment, which is estimated to grow at record levels though 2013. This, in turn, signals that total spending on construction and maintenance could be as much as $30 billion annually. This is not an unprecedented occurrence – faced with similar demands a century ago, policymakers built thousands of schools that mimicked industrial forms to fulfill increased enrollment.

While, today, many schools have advanced well beyond those outdated models and classrooms have become undeniably more flexible, colorful and engaging, this is just an initial step, cautions the report. Successful learning environments must be able to adapt to the constantly evolving and ever-changing nature of technology, teaching and learning. One solution to achieve this necessary flexibility is to design learning environments that incorporate movable furniture and walls that can be made to conform to different class sizes and subjects.

"As important as it is for physical structures to be adaptable, it is even more important that class time be elastic. Instead of assigning a certain amount of time for teaching one subject per day, teachers need the flexibility of bigger and more adjustable time slots to truly impact learning," said Charles Fadel, global lead for education for Cisco Systems. "There must be a renewed focus on increasing the quality of teaching by providing teachers more time and opportunities to plan, collaborate and work with advanced technology systems."

In addition, schools cannot continue to use seat time as a measure of academic attainment. Rather, assessment of learning must include thoughtful measures of a student’s ability to apply and demonstrate knowledge in complex situations, the report concludes.

About the Partnership for 21st Century Skills: The Partnership for 21st Century Skills is the leading advocacy organization focused on infusing 21st century skills into education. The organization brings together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child’s success as citizens and workers in the 21st century. The Partnership encourages schools, districts, and states to advocate for the infusion of 21st century skills into education and provides tools and resources to help facilitate and drive change.

21st Century Skills Leadership States include: Arizona, Iowa, Kansas, Maine, Massachusetts, New Jersey, North Carolina, South Dakota, Wisconsin and West Virginia.

Funding Constraints could become CATALYST for Disruptive Digital Learning

Michigan school districts fear budget cuts

Declines in state revenue could create deficits

BY PEGGY WALSH-SARNECKI • FREE PRESS EDUCATION WRITER • January 4, 2009

The January revenue conference -- when lawmakers meet to begin deciding how much money the state will have for next year's budget -- has an ominous feel for many Michigan school administrators this year.

They gratefully accepted an early Christmas present from the state, when Gov. Jennifer Granholm announced that midyear budget cuts would not affect schools.

But with 54% of Michigan's districts holding less than the recommended 15% of their budget in savings, and about one third of the districts approaching dangerously low levels of savings, administrators will be nervously watching the conference -- which starts Jan. 9 -- and hoping there will be enough money in next year's budget to keep their programs going.

"The thing that really frightens me for the future is, where do we go next?" said David Houle, business manager for Willow Run Community Schools. "We're going to come to a point where there are no additional cuts you can make that don't impact in the classroom."

In these uncertain economic times, state revenues could be down between $500 million and $1 billion next year, according to Mitch Bean, director of the House Fiscal Agency.

At best, any drop in state revenue could mean school districts have to make cuts in anything from supplies to transportation. At worst, cuts in school revenues would drive some districts into a deficit.

"This is not an environment in which we expect to get anything," said Tom White, executive director of Michigan School Business Officials. "It's really a question of how difficult it's going to be and what we're going to do about it."

"There are so many unknowns, it's like playing with a whole deck of wild cards," White said. His organization is recommending school administrators plan for no increase in school funding next year.

The good news is that there may be more money available for schools because there are fewer students. Michigan lost about 5,000 pupils, saving about $40 million because school money is doled out on a per-pupil basis.

The bad news is that schools don't necessarily lose pupils in cost-saving ways. A district that loses 25 students is unlikely to lose them in the same classroom or even the same building. So expenses such as teachers, heating and transportation remain the same.

What could help? Strong Christmas sales generating more tax revenue, help for the U.S. automakers saving Michigan jobs or a timely federal economic stimulus package that could include a significant savings for Michigan in Medicaid.

"As soon as those sales in the state go down, we're not funding our schools," Houle said.

But even if these situations materialize, no one knows whether they will be enough. Most worried are those whose districts are likely to fall into a deficit if the state cuts any funding.

"It's the equivalent of squeezing blood out of a turnip," said Charles Muncatchy, superintendent of Mt. Clemens Community Schools. He said his district is out of savings, and the likely result of any funding cuts would be a deficit.

East Detroit Public Schools also would be likely to end up in a deficit if state funding is cut. The district is down to a slim $57,000 in savings.

"It's a mess," said Superintendent Bruce Kefgen. "I can't tell you where we'd ultimately cut."

The Willow Run Community Schools district already was in a deficit, and files an annual plan on how it is reducing its deficit with the state.

"We've already made major changes and concessions with our employees and staffing," Houle said. "We don't have anyplace to go for discretionary spending."

Even well-heeled districts can struggle.

Bloomfield Hills Public Schools has a cushion in the form of $20 million in savings, but its officials still feel that it has to close two schools next year.

"Just because we have a fund balance doesn't mean our board wants to tap it," said district spokeswoman Betsy Erikson.

Educators say if money is tight, it's only fair for the state and federal governments to chip in by dropping some of the schools' requirements.

"If you don't have the money for us, you could cut some of those unfunded mandates," said Kefgen. He suggests cutting back on the state testing programs such as the MEAP, which he said costs districts thousands of dollars to administer, or rethinking all the databases that districts are required to keep.

Muncatchy said he would like the federal government to fund some of the requirements under No Child Left Behind.

"I'm all for rigor and that schools should be places of excellence, but other countries in the world spend 30% of their federal funds on education, and America spends less than 3%," Muncatchy said.

Contact PEGGY WALSH-SARNECKI at 586-826-7262 or mmwalsh@freepress.com.

Disruptive Digital Learning equals Cheaper, Better, Faster!

Waivers free high school students to study online, off-campus

State steps up role in Web-based high school education

BY LORI HIGGINS • FREE PRESS EDUCATION WRITER • January 4, 2009

Eleven Michigan school districts and one charter school can now allow students to take more courses -- and in some cases all of their classes -- online and off-campus, moves that could further cement the state's reputation as a leader in online education.

Michigan already broke new ground in 2006 by becoming the first state in the nation to require students take an online class or have an online educational experience in order to graduate.

Just in November, the Center for Digital Education ranked Michigan second, behind Florida, for online education.

Two metro Detroit districts -- Waterford and Avondale -- are among the handful moving farther ahead, winning approval from the Michigan Department of Education to allow larger numbers of students to take online courses wherever they want.

At least two dozen of the state's 552 districts and 230 charter schools have applied for the waivers from rules that require students be in a school building for nearly 1,100 hours each school year. Students also are currently limited by state law to taking only two online courses outside a school building during a semester.

"That would be so much easier," Kayla Jacques, 18, of Waterford said of the chance to take online courses from the comfort of home. She is a senior at Waterford Alternative High School and stays late after school several days a week to take an online class.

The waivers are a result of a challenge issued to districts earlier this year by State Superintendent Mike Flanagan, with the goal of seeing what innovative ideas school districts could come up with if they were allowed to bypass some rules that might be "standing in the way of schools reaching more kids," said MaryAlice Galloway, senior adviser to the chief academic officer at MDE.

Most of the 24 districts that submitted proposals targeted struggling students, particularly those attending alternative high schools. That's not surprising given that a quarter of the state's students fail to graduate on time, including 15% who drop out altogether.

Nearly all of the districts made online education a key component of the plans.

"It gives them a shot at catching up," said George Heitsch, Avondale superintendent.


Virtual enrollment boom

Online education has soared in Michigan in the last decade, illustrated by growth in enrollment at Michigan Virtual University, one of the options students have to take online classes. MVU offers more than 200 high school courses and enrollment has spiraled upward from 100 students in the 1999-2000 school year to an expected 15,000 this school year.

Part of the growth is influenced by students who need to make up credits required to graduate. But there also are students who want to take on larger course loads, those who want to take courses their schools don't offer and those with scheduling conflicts that prevent them from taking classes they want.

Most of those students who enroll at MVU, however, take one course at a time. The seat-time waivers will give students in districts that win approval an opportunity to take most or all of their course work online. And, in most cases, it allows them to take classes anywhere they can find an Internet connection.

That's what has Jacob Carman, 18, intrigued. A student at Waterford Alternative High School, he said being away from school would mean fewer distractions while he's learning. And there would be the convenience of not having to follow a school schedule.

The Avondale district, approved for a seat-time waiver last month, already has 10 students taking all of their classes online. Conor Helmrich, 16, is one of them.

"I'm able to wake up, turn my computer on and get going," Conor said. It's a lifestyle that has made him the envy of his friends. "They wish they could sleep in until whenever, and then do their work."

It may sound unstructured, and for the student who lacks inner motivation, online classes from home may not work. It helps that Conor's parents play an active role in his education. And the school closely monitors online students' progress and how often they log into the system.

"I got my parents all over my back on this," Conor said. "They're calling me like every hour making sure I'm on track."

No one is expecting hordes of students to sign up for a schedule in which they don't have to show up for school every day, if at all.

Jacques and her friend Katie VanOvermeer, 17, say they wouldn't want to take all of their classes online.

"I like coming to school here," Jacques said.

The Waterford district is beginning the program with alternative high students and those who are homebound for medical reasons. It will then expand it to its traditional high schools, said Lynn Kosinski, supervisor of secondary education.

But the district's plan includes limiting participants to 10% of the student body.


Trial program

The state is looking at the seat-time waivers as a pilot program and will closely monitor how well it works.

"What we're going to learn is not only which kids do well, but what kinds of support a district can give them to help them succeed in a virtual learning environment," Galloway said.

One thing they do know is that students taking online classes need support. Districts allowing students to take their course work online will assign a teacher mentor who regularly will meet face-to-face with them and monitor progress between meetings. Some districts also require students to take exams on a school site.

The Avondale district last spring piloted an afternoon program in which 12 students came into a computer lab and took all of their courses online. That program is still going on, but the seat-time waiver has opened it up to allowing up to 80 students to complete their course work outside of school.

Among the 10 students enrolled are four who would just rather not come to school. But there are others who have been expelled and can't come to school, said Chuck Granger, director of community education, adult education and the Avondale Academy, the district's alternative program.

Contact LORI HIGGINS at 248-351-3694 or lhiggins@freepress.com.