9/18/22, 5:55 PM Module 1: Interactive Lecture

OTL545

Technology and Innovation

Module 1: Next Generation Learning Ecosystems
Module 1 establishes the rationale for technology and innovation by examining the next generation (next
gen) education ecosystem and why this ecosystem is important to contemporary learners. Modules for
blended learning are typical in next gen education ecosystems, so we will also delve into the various
models of blended learning. Innovation in education presents many opportunities for addressing the
principles of Universal Design for Learning (UDL), and these are also introduced as part of this module.

Learning Outcomes

1. Define multiple models of blended learning.

2. Analyze the ways in which blended learning enhances teaching and learning.
3. Evaluate blended learning as a model for transforming teaching and learning.
4. Explore how blended learning models facilitate delivery of the tenets of Universal Design for learning.
5. Identify ways in which technology supports universal design for learning.

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For Your Success & Readings

This week, we explore how technology innovations in education, and changes and projections in a
national and global work force, make it necessary to re-evaluate how we teach. As you explore the
resources in Module 1, consider taking a deeper dive into these topics by consulting related resources in
the CSU-Global library and elsewhere. Begin to think about how other educators are exploiting
innovations in technology and education to make learning more relevant for students. In many cases,
these educators are also graduate students.

Required

Elias, M. (2016). What kind of ecosystem is your school? (https://www.edutopia.org/blog/what-

kind-ecosystem-your-school-maurice-elias)Edutopia. https://www.edutopia.org/blog/what-kind-
ecosystem-your-school-maurice-elias
Maxwell, C. (2016). What blended learning is – and isn’t
(http://www.blendedlearning.org/what-blended-learning-is-and-isnt/). Blended Learning
Universe.  http://www.blendedlearning.org/what-blended-learning-is-and-isnt/
UDL Center. (2014). What is meant by the term curriculum?
(https://udlguidelines.wordpress.com/introduction/what-is-meant-by-the-term-
curriculum/) https://udlguidelines.wordpress.com/introduction/what-is-meant-by-the-term-
curriculum/
White, J. (2017). Which blended learning model(s) do you use?
(http://www.blendedlearning.org/which-blended-learning-model-do-you-use/)Blended Learning
Universe.  http://www.blendedlearning.org/which-blended-learning-model-do-you-use/

Recommended

Abdul-Jabbar, M. & Kurshan, B. (2015). Educational ecosystems: A trend in urban

educational innovation (http://files.eric.ed.gov/fulltext/EJ1056670.pdf). Urban Educational
Journal, 12(1). http://files.eric.ed.gov/fulltext/EJ1056670.pdf
Andrade, M. (2016). Curricular elements for learner success-21st century skills
(http://search.ebscohost.com.csuglobal.idm.oclc.org/login.aspx?
direct=true&db=eric&AN=EJ1108133&site=ehost-live). Journal of Education and Training Studies,
4(8), 143-149.
New Media Consortium. (2016). Digital literacy: An NMC horizon project strategic brief.
(https://library.educause.edu/~/media/files/library/2016/6/2016stratbriefdigitalliteracy.pdf) 
 https://library.educause.edu/~/media/files/library/2016/6/2016stratbriefdigitalliteracy.pdf

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1. Rationale for Next Generation Education Ecosystem

It could be argued that today’s education system is a successful model—for what it was originally
designed to do! However, our society is no longer driven by an industrial economy. The new knowledge
and communication economy requires a different model for teaching and learning. According to a report
from the Pew Research Center (2017), jobs are changing in significant ways because of technology in the
form of automation, artificial intelligence, and robotics.

Using an analysis from the Bureau of Labor Statistics, Whitehouse, Rojanasakul, and Sam
(https://www.bloomberg.com/graphics/2017-jobs-automation-risk/) (2017) created an interactive graph
that depicts various jobs that could be impacted by automation. Be sure to click the link above for more
details.

Forces for change in the global job market were identified in a report on the future of jobs from the
World Economic Forum (2016). These forces include innovations in technology, such as artificial
intelligence, robotics, 3D printing, and smart systems, just to name a few. This report is consistent with
others that project the need for new skill sets and competencies in order for workers to be successful in a
changing job market.

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Given the rate of technology innovation and changes in the work force, it is clear that our schools must
change if students are to gain the knowledge and competences they need to be successful in college and
careers. The same technology innovations that drive changes in the economy and the work force can also
be applied in innovative ways in our classrooms.

These new models of education are being referred to as next generation learning ecosystems.
According to Colorado Springs School District #11 (n.d.), a proponent of next gen learning ecosystems,
there are five key components of such an ecosystem:

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They are personalized.

Next gen learning ecosystems allow students to customize what and how they learn. They are given the
information, tools, time, and methodology to learn the material and achieve the outcomes that are set
and devised by them, and all in a way that works for their unique learning styles, competencies, and
needs. Blended learning, problem-based learning, and project-based learning are some of the
instructional strategies that often work well with this type of personalized learning.

They are competency-based.

This method of assessment gives students the opportunity to demonstrate mastery of concepts and
materials through hands-on, real-time application of knowledge and skills. A higher premium is placed
on time spent on tasks versus the traditional model of “seat time”; and, outputs are measured in actual
product and progress, not by standardized test scores. The aim is to give students an opportunity to build
the specific skills they will need as part of their college, career, and civic lives.

They are co-owned and co-created.

In next gen learning ecosystems, teachers and administrators are not the sole drivers of the educational
experience; students are actively engaged in determining the curricular topics, structure, and educational
outcomes. This gives students the opportunity to invest personally in their learning; to work effectively
with their teachers and classmates; and to build the collaboration skills they will need as citizens in the
broader community.

They are safe and healthy places to learn and be.

Next gen learning ecosystems place a high premium on building the whole person. Not only are
academics a focus of this ecosystem, but so are physical and mental health. Next gen learning requires
that students are given a safe place to learn; encouraged to build their bodies and their minds; and taught
skills in self-care, self-advocacy, and achieving and sustaining social-emotional health.

They are 3T-enabled.

The three “T”s of next gen learning ecosystems are Time, Talent, and Technology. Next gen learning
seeks to create schedules that meet the needs of learners; support student retention rates; and use
technology in innovative and creative ways to engage students, promote a personalized experience,
connect with school families, and prepare students for industry and life in both the present and future.

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Resources

Here are some additional resources on next generation learning ecosystems:

Two Rivers Public Charter School: Outcomes of Deeper Learning (https://vimeo.com/143617577)

Fisher, Michael (2018).ASCD. The 8 Best Ways to Practice Next-Generation Teaching
(https://www.ascd.org/blogs/8-considerations-for-teaching-the-next-generation-of-learners-2)
10 of the Most Useful Digital Age Skills Every Learner Needs
(http://blog.futurefocusedlearning.net/10-useful-digital-age-skills)

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2. Blended Learning: A Taxonomy

Increasingly, next generation learning ecosystems include a model for blended learning. Horn and Staker
(as cited in iNACOL, 2016) describe blended learning as an integrated or hybrid approach, in which
students learn at a school or university while

away from home and…through online delivery with some element of student control over time, place,
path, and/or pace. The modalities along each student’s path within a course or subject are connected to
provide an integrated learning experience. (para 3)

There are four basic models of blended learning that include four sub-models (Clayton Christensen
Institute, 2017). A model may be adopted school-wide, or an innovative teacher may adopt a model for
his or her classroom. The model may be one of the basic models, a sub-model, or comprised of
components of multiple models.

The following presentation outlines the various models of blended learning according to Blended
Learning Universe (n.d.). Be sure you take time to answer the questions embedded in the presentation as
well!

Check Your Understanding

Embedded Media Content! Please use a browser to view this content.

Blended learning is still in the early stages of design and implementation. You can see how current
models vary depending on the amount of class time taking place in the physical space of a brick-and-
mortar setting, and how much of it is spent in a virtual classroom. As forward-thinking educators
continue to innovate, more models are sure to emerge. Student-centered learning is at the heart of
blended models, and technology tools should enable the ongoing assessment of student progress,
additional support and/or intervention, and more choice in terms of curriculum resources.

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Resources

Here is an additional resource on blended learning:

Students at the Center Initiative: Engaging all students for college, career, and civic
success (https://www.ewa.org/sites/main/files/file-attachments/satc-one-pager-050817.pdf?
1512398108)

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3. Planning for Blended Learning

Blended learning models give teachers multiple options for lessons; they also improve the efficiency and
efficacy of teaching and learning and make them more engaging. What do these models look like in
practice? To explore them in more detail, visit the Blended Learning School Directory
(http://www.blendedlearning.org/directory/) at the Blended Learning Universe. Review some of the
Blended in Action video profiles to see examples and descriptions of various models. If you are using a
blended model, think about how these are applicable. Where do you see the most success? Are there
areas that can be improved? If you aren’t currently teaching or using a blended learning model, begin
thinking about a model that you could use in your current or future work and how you would address
these areas. The article, How to Start Station Rotation Without 1:1
(http://blog.edmentum.com/blended-learning-how-start-station-rotation-without-11-devices), includes
practical steps for getting started with this model.

Student engagement is crucial, in part, because it is directly related to levels of intrinsic motivation to
learn. To engage learners, the blended learning model must allow for student interaction with their
peers, their teachers, and the content. Think about strategies for active learning, communication, and
collaboration. For many teachers, these are easier in the face-to-face classroom. How might technology
resources be used to facilitate and extend active learning, communication, and collaboration? One of the
best ways to begin to address these issues is by using a Learning Management System (LMS). Tech
tools within the LMS also increase efficiency and help teachers and learners build self-efficacy.

Check out the Lynda.com video Exploring the Role of a Learning Management System
(https://www.linkedin.com/learning/teacher-tips/exploring-the-role-of-a-learning-management-
system?u=2245842&auth=true) to learn more about using LMS platforms.

There are some free learning management systems available, in the event you are not currently using
one. You might consider Edmodo, Google Classroom, or Schoology. You can find a good
comparison/contrast list of various systems at this link to help you make the choice that is best for your

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students and school: The Best Learning Management System of 2021.

(https://www.g2.com/categories/learning-management-system-lms)

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4. Universal Design for Learning

Next generation learning ecosystems and blended learning models provide many options for making
learning accessible to all students by applying the principles of universal design for learning (CAST,
2014). It is important to remember, however, that the use of technology alone does not necessarily mean
that UDL principles are being adequately and appropriately addressed. Visit the UDL Guidelines site to
learn more about the framework and the UDL Dowloads page on this site for helpful templates. Watch
the following video to hear Sally Spencer explain how UDL principles have the potential to make learning
better for children of all academic abilities:

Segment 8: How have advancements in technology impacted Universal Design for Learning?

Summary: Professor Sally Spencer explains Universal Design for Learning and how it has the potential
to make learning better for kids of all academic abilities.

By design, technology allows for: flexibility and variation in the ways in which content is presented;
differentiation among activities by using tools such as hypertext linking and audio and video; and choice
in the ways learners access and interact with content, and how they express their understanding and
mastery of concepts and standards (UDL Center, 2014). It is important to remember, however, that the
use of technology alone does not necessarily mean that UDL principles are being adequately and
appropriately addressed. Visit the UDL Guidelines site (https://udlguidelines.cast.org/) to learn more
about the framework and the UDL Guidelines (http://udlguidelines.cast.org/more/downloads).

UDL is endorsed in the Every Student Succeeds Act (ESSA) (http://www.ed.gov/essa) and

highlighted in the National Education Technology Plan (http://tech.ed.gov/netp/). This week,
begin to familiarize yourself with the principles and guidelines of UDL, especially as they relate to
technology and innovation.

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5. What do students need to succeed: Personalized learning and 21st century skills
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn,
unlearn and relearn.  -Alvin Toffler

While we know that literacy (reading, writing, and communication) will always be foundational to
lifelong learning, in our rapidly evolving global world, students need to be prepared with 21
(https://www.aeseducation.com/blog/what-are-21st-century-skills)st
(https://www.aeseducation.com/blog/what-are-21st-century-skills) century+
(https://www.aeseducation.com/blog/what-are-21st-century-skills) skills so they are positioned for
success in college, careers, and in life.  Leveraging the ISTE Standards for Students
(https://www.iste.org/standards/for-students) can be beneficial as we strive to help students develop
these critical skills via a personalized learning (https://www.iste.org/explore/Personalized-
learning/Turn-your-classroom-into-a-personalized-learning-environment) approach.  Additionally
knowing who our students are (e.g. GenZ (https://www.pearsoned.com/engaging-gen-z-
students/) and Alpha (https://www.aecf.org/blog/what-is-generation-alpha) generations) we can better
personalize learning and empower our students as digital natives.  

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References
Blended Learning Universe. (n.d.). Blended learning: What is blended learning?
 https://www.blendedlearning.org/models/#stat

Colorado Springs School District 11. (2017). Next generation learning

ecosystems. https://www.d11.org/Page/5315

iNACOL. (2016). What is blended learning?  http://www.inacol.org/news/what-is-blended-learning/

Pew Research Center. (2017). The future of jobs and jobs training.
 http://www.pewinternet.org/2017/05/03/the-future-of-jobs-and-jobs-training/

UDL Center. (2014). UDL Guidelines – version 2.0. http://www.udlcenter.org/aboutudl/udlguidelines

Whitehouse, M., Rojanasakul, M., & Sam, C. (2017). Is your job about to disappear?: Quick take.
Bloomberg Business Week. https://www.bloomberg.com/graphics/2017-jobs-automation-risk/

World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the
fourth industrial revolution. http://reports.weforum.org/future-of-jobs-2016/

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