“Education at the Speed
of Thought”
INTRODUCTORY DISCUSSION
Does your organization spend time creating adhoc reports for Administrators, Managers, Vice Chancellors?
Have you deployed multiple competitive applications across various departments?
How do you monitor key metrics now?
Do you have a performance management system
Do you having comparative analysis capabilities with other institutions?
What data are you reporting on (Student, Achievement, Attendance, Financial, Services, etc. )
How many different sets of standards will be associated with your data?
Are there specific (KPI’s) key performance indicators in use with reports and dashboards?
How often is assessment data updated?
How many students in an average enrollment year?
Does your end-user community spend time generating excel spreadsheets to gain insight.
Are you and your users happy with the level of reporting that’s available today?
How do you measure performance relative to achievement or standards throughout the year?
Who are the audiences that are currently viewing data? (Teachers, administrators, Students, VCs?) What would be ideal for you?
What are your sources of data (Vendor Platform, Data Formats, etc.)
What different types of assessment data are stored in your reporting system
Do you have access to standards based learning content
How many end users currently utilize data?
How many years of historical data?
What are key areas of technical strength with your technical staff?
27/11/2009
mike.lloyd@microsoft.com
Page 2
Education at the speed of thought
Trends and challenges
in
Schooling
“Survival Depends on the Race Between Education
and Catastrophe”
H. G. Wells, 1922
Exponential increases in the need for more education for
sustainable economic growth
•
•
Knowledge doubles every 5 years...
... but then it needs to (see High Noon)
Traditional education systems are becoming irrelevant
•
Dropout rates are rising fast
Cost base for traditional education systems is becoming
unsustainable
• Number of teachers required to teach growing numbers of
students is rising – at the same time the cost of teachers is
rising too
“If you don’t like change, you’ll like
irrelevance even less”
Tom Peters
Learning for some (US)
• Every day 7,000 students drop
out of school!
• 15,000,000 students fail to
reach proficiency annually in
America
Chris Whittle
Crash Course
2006
Disrupting Class
Standardization, which replaced personalization as public school enrolment rose
in the late 1800s, still dictates the way subjects are taught.
Online enrolments are up from 45,000 in 2000 to 1 million
today, as organizations like Florida Virtual School and Apex
Learning lead the way.
The message from Disrupting Class for MoE’s –
• Treat your students as customers or loose them!
• Personalise the learning experience before other learning providers do
Learning for some
• Only 30% remember > 75% of what they hear
in class-1
• Only 40% retain even >75% of what they read
in class-1
• Holland (1998) reported that boys – in schools
in which she researched – revealed that they
spent 25-70% of their time listening passively
to teachers.
Dunn, Pershing and Dunn
The aim of “personalising learning” is of growing
prominence in thinking and policy discussions.
It springs from the awareness that “one-size-fitsall” approaches to school knowledge and
organisation are ill adapted both to individuals’
needs and to the knowledge society at large.
OECD, Personalising Education
Question:
Where does your value to your organisation come
from – your individuality or your conformity?
ENVISIONING 1. Personalised Learning Vision
What can personalised learning really mean?
•
Pair up with someone you don’t know
•
Write a short statement (maximum 40 words)
•
Report back in 10 mins
27/11/2009
mike.lloyd@microsoft.com
Page 10
Personalised learning is about many things
including:
• Fitting the learning to the child, not the
child to the learning
• Extending curriculum choice and the
boundaries of learning
• Developing relevant intelligences,
knowledge, competencies and skills
• Putting the learner at the centre of a
Connected Learning Community
The industrial school model, dominant
for more than a century, relies on
classroom standardization
Each student enters the classroom with his own unique set of learning styles, interests, and needs – making
differentiation that much more difficult for teachers.
Creative. Loves
to write poetry.
Argues a lot with
friends. Level 2b.
Addicted to computer
games. Good at
Chess Level 3c.
Possible abusive parents. Enjoys
collaborative work. Level 2b.
Poor reading
skills. Doesn’t
like working with
others. Loves
art. Level 2b.
Loves drama. Has
written a play.
Stays behind to
help after school.
Level 3c.
Talented athlete.
Competitive but
easily distracted
in class. Level 3c.
Excellent home
support. Could sit
final exams in
Maths and
Science 1 year
early. Level 5b.
Strong in groups.
Great ideas
person. Level 3b.
Loves computers.
No interest in
sports. Level 3a.
New arrival from
Poland. Poor
English. Loves
Science. Level 2a.
Criminal tendencies. Bully and
abusive to teachers. Disruptive
influence on others.
Level 1b.
By leveraging multiple learning modalities, students can experience
learning differentiated to their particular needs and learning styles.
Phase 1.
The “Industrial”
Model
Students
Teachers
School Readiness:
• Infrastructure
• Accountability Framework
• Baseline data for future ROI
Parents/Community
Administrators
PORTAL
SSO, COMMS & COLLAB
MIS
LMS
Mexico model
Phase 2.
“Batch” Model.
Intelligent
Intervention.
Students
Teachers
Parents/Community
Curriculum
•
•
•
Standard based
Wider choice
New Assessment
School Readiness:
•
•
•
Data driven decision systems
Infrastructure
Accountability Framework
Administrators
PORTAL
SSO, COMMS & COLLAB
LMS
CRM
Mexico + Kent
MIS
1:1/Few Access
Phase 3.
Personalised
Model
Students
Teachers
Parents/Community
Teachers then
learners
Curriculum
•
•
•
Standard based
Wider choice
New Assessment
School Readiness:
•
•
•
Data driven decision systems
Infrastructure
Accountability Framework
Administrators
PORTAL
SSO, COMMS & COLLAB
MIS
CRM
PLP
Mexico + Kent + PbyP/Mosaic
LMS
Personalised Learning
Address
individual
learning styles
and learning
needs
Range of courses
delivered by
multiple
agencies
Communication
and
collaboration
Spectrum
of tools
and content
Data driven
decision making
Education
Analytics
Platform
Optimised Education Infrastructure
PLANNING, ACQUISITION AND
DEPLOYMENT
Strategy and Planning
Techincal and Change Management Services
Support
Deployment
1:1 LEARNING
Range of access options
Productivity and Content Production Tools
Performance vs Time Based System
Teacher Training and Digtital Curriculum
ANALYTICS
Using Data to Improve Teaching
Using Data to Improve Learning
Managing the Business of Education
Performance Management
CONNECTED LEARNING COMMUNITY
Unified Communications
Data Collection
Communication with Parents
Content Manangement
INFRASTRUCTURE OPTIMISATION
Security
Identity and Access Management
Desktop, device and server management
Data protection and recovery
CULTURE OF PERFORMANCE
Performance vs Time based
Self directed learning
Content linked to learning styles
ACHIEVE AND COMPETE
Services Orientated Workforce
ROI is planned
Student satisfaction is driver
EXECUTE ON STRATEGY
Inclusiveness embedded
Strategy understood
Accountability for all
PLAN FOR SUCCESS
Outputs analysed to inform planning
Defined targets
Performance and ROI is understood
MOVE BEYOND GUT FEEL
Scorecards and dashboards used
Standards based curriculum
Performance standards
INCREASE VISIBILITY
Common Dataset (min legal requirements)
Certified data
Basic reporting
System
Culture
Infrastructure Optimisation
Connected Learning Community
The Solution - www.dadeschools.net
Students
Parents
Employees
Community
School Evaluation Form
• Integrated SEF application
inside Gateway
• Data (MIS) integration
• Distributive mode
• E-mail reminders
• Ofsted ready
School Development Planning
Staff set departmental
targets and then share,
evidence and review them
throughout the year
BENCHMARKING 2. Connected Learning Community
Basic = 1
Standardised = 2
Rationalised = 3 Dynamic = 4
Unified
Communications
Stand-alone applications:
publishing
word processing
phones
e-mail
non-interactive Web sites
Web pages set up for each class
Students, parents, and teachers
have managed e-mail accounts
Phone systems are integrated
into the online communication
system
Integrated Web portal
that allows customized
views with individual
student and parent
accounts.
Provides auto-alerts in
areas such as
attendance.
Self-provisioning Web portals that integrate
the student’s school life.
Communications and collaboration are
integrated into a single service platform
– IM, telephony, voicemail, Video
Conferencing, e-mail
Need
Data Collection
Paper based forms
Mail boxes in staffroom
Limited to immediate
school community
E-mail
Basic use of a portal for
surveys
E-forms
Electronic workflow
Data collection beyond the boundaries of
the immediate school community (e.g.
local employer surveys)
Communication
with Parents
Parent evenings
Termly progress reports
End of year reports
Paper letters, newsletters,
forms and notifications
School website used to give
parents news and notifications
Some e-mail sent to parents
Parent portal
Student’s work shown to
parents online
Dashboards for full understanding of how
children are progressing
Parents use portal to access learning
materials to help children
Parents use portal as a two way
communication system with the school
Content
Management
Book and paper paradigm
Physical library is main
source of information
Some e-mail for content
distribution
Teachers create content and
make it available online
Web portal that is accessible to
teachers and students anytime,
anywhere
Allows for managed document
storage, online discussions
Web portal is strongly
connected to external
repositories
System-wide search
engines provide relevant
results
Web portal provides anytime, anywhere
multimedia exchange between teachers
and students
Students are content creators and use
content management to build and
organise learning resources
Got
Average
27/11/2009
mike.lloyd@microsoft.com
Page 26
BENCHMARKING 2. Connected Learning Community Map
Basic = 1
Standardised = 2
Rationalised = 3
Dynamic = 4
Unified
Communications
Data Collection
Communication
with Parents
Content
Management
27/11/2009
mike.lloyd@microsoft.com
Page 27
Analytics
A pupil record. Easy to view notes/comments posted by teachers, and tabs to fulfil Common Basic Data Set Requirements (CBDC) and potentially SIF compliancy.
A pupil record. Example of CBDC requirements for ‘Pupil Identifiers’. Note left hand navs could be modified to remove irrelevant info.
Marketing / Campaigns as ‘intervention management’ targeting pupils with specific data (below average reading age, french homework club etc)
CRM demo
BENCHMARKING. Analytics
Basic = 1
Standardised = 2
Rationalised = 3
Dynamic = 4
Using Data to
Improve
Teaching
Teaching lead by “gut feel”
Teachers rarely use data to
customize curriculum.
Assessments are used only as
progress reports
All stakeholders have access to
relevant basic information
Some teachers analyse data to
customize curriculum for some
students
Frequent classroom assessment in every
area at each developmental stage
Dashboards used extensively
Most teachers are skilled in using data
to customize curriculum for most
students
Teaching lead by informed professional
judgement
Student’s work is continuously monitored,
tested and accredited
Analysis of assessment data is used to inform
the strategic planning process
Using Data to
Improve
Learning
Basic, paper-based reporting
Students have to wait a long
time before getting feedback
Flow of information to students
about their progress
Basic learning management systems
(LMS) in place
Scorecards, dashboards and KPIs used to
give learners continuous insights into
progress
Student’s feedback on teaching and
materials used to improve teaching
S(C)RM used to manage risks and prevent
learning problems occurring
Groups of ‘at risk’ students identified
automatically
Automated workflows deliver programs that
deal with main opportunities and risks
Students are customers so CRM used for
student record
Managing the
Business of
Education
Stand-alone financial
management applications
and tools
Manual data entry
Few if any standardized
reports
Business systems that integrate
financial systems with student data,
human resources, and facilities
management
These systems have standardized and
customizable reports
Integrated business systems that
provide
Analytical tools such as modelling, trend
analysis, and decision support
Highly integrated and proactive analysis
system
Support tools that provide risk level alerts
Performance
Management
Student and parent
satisfaction is not considered
important
There is no way of seeing
where performance is good
or bad.
Goals and strategies are not
known by all stakeholders
Student and parent satisfaction is
considered
Managers have some understanding
of:
who is adding what value
whether policies are being
implemented or not
Student and parent satisfaction is
measured and affects management
decisions
The strategy is aligned with the vision
are communicated to all
Managers have an understanding of who
is adding what value
Managers have visibility of whether a
policy is being implemented or not
Student and parent satisfaction are drivers of
change
Most stakeholders are involved in the decision
making process.
Managers can easily identify who is adding the
most value
Managers can see easily what inputs are
getting the best returns on investment
Need
Got
Average
27/11/2009
mike.lloyd@microsoft.com
Page 39
BENCHMARKING. Analytics
Basic = 1
Standardised = 2
Rationalised = 3
Dynamic = 4
Using Data to
Improve
Teaching
Using Data to
Improve
Learning
Managing the
Business of
Education
Performance
Management
27/11/2009
mike.lloyd@microsoft.com
Page 40
1:1 Learning
Eggbuckland
Children receive teacher training and deliver the curriculum
to each other
Time-Based
12
Grade Level (based on age)
85%
80%
55%
11
80%
90%
70%
55%
65%
70%
60%
65%
85%
75%
55%
65%
Language
Mathematics
Science
10
9
8
Based on:
- Age Groups
- Graded A-F
- Rigid
Timeframe
Performance Based
Grade Level (based on age)
12
11
10
Completion Level
9
Based on:
- Progressive Scale
- Graded A B Try Again
- Variable Timeframe
8
Experienced in Alaska, USA
“Delivering on the promise, The
Education Revolution” by Richard J.
Delorenzo
Maths
Performance Based
Grade Level (based on age)
12
11
10
Completion Level
9
Based on:
- Progressive Scale
- Graded A B Try Again
- Variable Timeframe
8
Experienced in Alaska, USA
“Delivering on the promise, The
Education Revolution” by Richard J.
Delorenzo
Maths
Models
1. Kunskapsskolan, Sweden
•
•
•
Students design own learning
Morning planning sessions
Termly projects, weekly timetable
Models
2. Lumiar Institute, Brazil
•
•
•
•
•
Students design own learning
Mixed age classes
Lots of learning happens outside school
Use Mosaic to build competency map
Mixed learning spaces and resources
Models
3. Personalisation by Pieces, Cambridge Education Associates
BENCHMARKING. 1:1 Learning
Basic = 1
Standardised = 2
Rationalised = 3
Dynamic = 4
Range of access
options
Very limited computing
resources
Shared computing
resources
Labs
IT taught as discrete
subject only
Personal Learning Device
Tiered access according to needs
Community access
IT embedded in curriculum
Productivity and
Content
Production Tools
Book based paradigm
Some published
Teachers produce
electronic content used – content
CD ROMs
Students are able to create and
share digital resources on a broad
scale within a safe system
Performance vs
Time Based
System
Rigid timetable
Bell triggers movement
between classrooms
Delivery, book based
paradigm
Intelligent intervention – Students are in control
learners managed in
of their learning design
groups according to their
specific needs
Use of dashboards for
learners to understand
their own progress
Dynamic timetabling
Mixed modality schooling
Learning, communication and
collaboration paradigm
Teacher Training
and Digital
Curriculum
Little continuous
professional
development (CPD)
No digital curriculum
Teachers certified in ICT
Students pass ICT
examinations
ICT embedded
You can accurately measure the
impact of professional
development activities on
productivity gains and staff
performance
High levels of CPD
linked to performance
management
Teacher’s ICT in
teaching competence
matters for career
development
Need
Got
Average
27/11/2009
mike.lloyd@microsoft.com
Page 49
BENCHMARKING. 1:1 Learning
Basic = 1
Standardised = 2
Rationalised = 3 Dynamic = 4
Range of access
options
Productivity
and Content
Production
Tools
Performance vs
Time Based
System
Teacher
Training and
Digital
Curriculum
27/11/2009
mike.lloyd@microsoft.com
Page 50
Please Sir,
can I have a
standards
based, studentdirected,
individualised
and data-based
learning
environment
emphasising
increasingly
real-life
application
What kind of education do you
want for your students?
ENVISIONING 2. Schooling as a Service
In pairs deliver a 30 second radio commercial for the
IDEAL learning experience in your school/schooling
system
27/11/2009
mike.lloyd@microsoft.com
Page 53
Knowledge Poor
1980s
Uninformed
prescription
1970s
Uninformed
professional judgement
National
Prescription
Professional
Judgement
1990s
Informed
prescription
2000s
Informed professional
judgement
Knowledge Rich
Michael Barber
Performance Management
Our latest utility supports the
Performance Management
process, acting as a target
setting and evidence gathering
tool for staff
School as Fortress
Monopoly on
supplying and
validating education
services in the
community
Factory/monolithic
approach
Delivery based
STRATEGIC CANVAS 1. Modernising Schooling
Need
Got
27/11/2009
mike.lloyd@microsoft.com
Page 57
People Drive
Performance
About the Book
The Six Stages of
Performance
Management
The Three
Capabilities
Appendix
Six Stages of Performance Management
Culture of
Performance
Power to Compete
Plan for Success
Execute on
Strategy
Move beyond
Gut feel
Increase
Visibility
Increase
Visibility
Move
Beyond
GutFeel
Plan for
Success
Execute
on
Strategy
Power to
Compete
Culture of
Performance
Increase Visibility
Where are we
making the most
profit?
Which are my
most profitable
customers?
Who is my
customer?
What programs
are actually
delivering
results?
Monkseaton: Paul Kelly
The Data Enabler: Specialist Schools and Academies Trust
•
Monkseaton Community High has one of the highest rates of
Value Add in the UK
•
Visualizing the national challenge – using data, improving
schools service http://www.evanswoolfe.com/ssat/data.html
•
Neuroscience Long-Term Memory Spaced Learning pilots
•
•
Oxford University Research Partner – confidence and attitude
data
Data enabler toolkit http://toolkit.ssatrust.org.uk/datatoolkittest/VNC/index.htm
•
Data used in planning appropriate
intervention strategies for supporting
students and schools
•
“Making Minds” book written by Headteacher Paul Kelly
•
OneNote and SharePoint best practices
New Line Learning: Chris Gerry
Shireland: Sir Mark Gundry
•
BSF technology prototype
design leadership
•
Learning Gateway “How to use for learning” best practices
•
•
Performance Point leader
School as a business
thought leader –
Teacher/Teacher Assistant
Model
•
Intelligent Interventions
•
Risk Analytics: Personalized
Learning Intervention
Achievement Tracker
Data Visualisation &
Analysis in Excel
Heat Maps
Decomposition
Trees
Increase
Visibility
Move
Beyond
Gut-Feel
Plan for
Success
Execute
on
Strategy
Power to
Compete
Move Beyond Gut Feel
Culture of
Performance
Documents &
Spreadsheets
Key Performance
Indicators
Charting &
Analysis
Increase
Visibility
Move
Beyond
Gut-Feel
Plan for
Success
Execute
on
Strategy
Power to
Compete
Plan for Success
Culture of
Performance
Increase
Visibility
Move
Beyond
Gut-Feel
Plan for
Success
Execute
on
Strategy
Power to
Compete
Execute on Strategy
Culture of
Performance
Balanced Scorecard
Strategy Maps
Cascading Scorecards
Global
Continent
Country
Increase
Visibility
Move
Beyond
Gut-Feel
Plan for
Success
Execute
on
Strategy
Achieve
and
Compete
Achieve and Compete
Culture of
Performance
Demos
Charlotte Mecklenburg video
Charlotte Mecklenburg stakeholder dashboard
http://www.microsoft.com/education/solutions/k12portals.aspx
http://www.sunshineconnections.org
http://www.microsoft.com/education/solutions/analytics.aspx
80
Increase
Visibility
Move
Beyond
Gut-Feel
Plan for
Success
Execute
on
Strategy
Power to
Compete
Culture of Performance
Culture of
Performance
Frequency and Impact of Decisions
Operational
Number of decisions
Tactical
Strategic Impact
Strategic
Decision making at the “sharp end” pays
PISA score in
science
70
60
50
41
40
30
20
10
Yes
0
No
No
School autonomy
in selecting teachers for hire
Yes
Standards based
external
examinations
STRATEGIC CANVAS 2. Culture of Performance
Got
Want
27/11/2009
mike.lloyd@microsoft.com
Page 84
ENVISIONING 1. Vision Statement
1.
Construct a single, short paragraph - 3 sentences (40 words total max) that
articulates a single vision for the use of analytics in your schooling system.
MUST include the words “best” or “first”.
2.
Use post it notes to answer the following questions:
What outputs do you want?
By when?
What kind of workforce?
What kind of environment?
What’s the end-goal?
What’s more important – efficiency or effectiveness?
Is managing performance important?
How will you know that you have arrived?
3.
In teams, pick out common themes to summarise
4.
Nominate 1 person to complete the statement based on each team’s theme
summaries
27/11/2009
mike.lloyd@microsoft.com
Page 85
PROBLEM SOLVING 1.
Use “5 Mind Zones” method to build a scope for a solution. Move through each zone in
turn
3. OZONE
Options
Mindmaps, ideas,
brainstorms,
divergent thinking
2. DATA ZONE
Evidence
Facts, figures,
truths, logic,
reports, validated
viewpoints
1. NEUTRAL ZONE
Model of problem
Problem
statements
4. JUDGEMENT
ZONE
Critical Evaluation
Scrutinise options
5. END ZONE
Scope of Solution
What are the
system
Deliverables,
Requirements and
Enablers?
27/11/2009
mike.lloyd@microsoft.com
Page 86
PROBLEM SOLVING 2.
1. Neutral Zone
•
Take “Laundry List” of issues, categorise and de-duplicate
•
Build an agreed consensus on what the main issues and opportunities
are
27/11/2009
mike.lloyd@microsoft.com
Page 87
PROBLEM SOLVING 3.
2. Data Zone
• Provide evidence that supports problem statements
27/11/2009
•
What is known?
•
What is unknown? - eg we don’t know how satisfied customers
are because we haven’t asked.
mike.lloyd@microsoft.com
Page 88
PROBLEM SOLVING 4.
3. Ozone
•
Build a ”fishbone” showing route cause analysis, Eg
CATS
Fitness – beep test
Spatial Reasoning
KS1, 2, 3 scores
Reading and spelling age
Social Skills
Birthday
SEN level
Emotional intelligence
Student Learning Abilities
Health
Social deprivation index
Parent with completed ISCED 5
Homework
Peer group
Ethnicity
Gender
Competency in instruction language
Parent engagement
Lateness
Absence
Motivation
Home and Social Factors
Time on Task
Learning Productivity
ROI =
Learning Productivity
Investment
Where Learning = all learners
attaining 100% at all stages
School Effectiveness
Content and Curriculum Effectiveness
Teacher Effectiveness
Student evaluation of content
Absence
Results made public
Teacher evaluation of content
CPD participation
Resource utilisation
Address multiple learning styles
Classroom management and organisation
Real life relevance
Strategies, planning and organisation
Student participation in designing own learning
Monitoring and feedback
Interaction with students
Student evaluation
Space optimisation
Teacher satisfaction
Parent satisfaction
Student satisfaction
Performance management
Staff recruitment and retention
Classroom behaviour
Teacher/student ratio
Qualification
Class sizes
Data driven decision making
Constructivist v. transmission approach
Accountability and allignement
School leadership
School autonomy
27/11/2009
mike.lloyd@microsoft.com
Page 89
Games
27/11/2009
Multimedia –
Encarta Discovery
content - and
projection
Home learning
environment
Parent
Responsible,
resourceful and
resilient (3 Rs)
Engaging
the senses
Using voice engine
– e.g. MS Agent
Teacher
Learning tasks
Targets
Performance
data
Aware of and
engaged in
child’s learning
Curriculum
management
1:1 access
Tablet PC
mike.lloyd@microsoft.com
Informed by data
INDEPENDENT
LEARNING
DEVELOPING
INTELLIGENCES
Know how to find
out
Targeted
Prior knowledge
(not stage)
Know how to learn
Kinaesthetic
Auditory
Visual
Naturalist
Intrapersonal
Interpersonal
Bodily-Kinaesthetic
Musical
Spatial
Logicalmathematical
Linguistic
Language learning
through MUI
Physical input – e.g.
Flight Sim
No stress
learning
environment
OS spot heights - Excel
Time lapse plant growth
movie – Movie Maker
Field trip analysis - Excel
“Working it out” - mind maps
on Tablet PC or Visio
Independent learning –
Class Server
Digital CV - SharePoint
Communicate via the web
with FrontPage
Communication skills PowerPoint and Visio
Collaboration – e-mail
and IM
“Feel” physics with Maths
Pad
“Feel” Geography with
Flight Sim
Making PE movies with
Movie Maker
Produce music using Midi
on Windows
Produce music with Music
Producer
Make music with Tablet
PC Composition Tool
Understanding Maps with
MapPoint
Making movies in Movie
Maker
Design spaces using
Tablet PC
Programming – macros
through to Viz Basic
Flowcharts - Visio
Handling data - Excel
Essay writing - document
map
•
Note taking (holisitic
processing) - OneNote
PROBLEM SOLVING 5.
3. Ozone
Build a Mindmap showing potential solutions, eg:
Personalised Learning Tree
INTERDEPENDENT
LEARNING
Communication
skills
Collaboration skills
Learner
Differentiated
Learning
Zones not
classrooms
Immediate feedback
Joined up with other
schools
Joined up with
public services
Class Server
Joined up with
parents
Learning Gateway
School
Page 1
Page 90
PROBLEM SOLVING 6.
4. Judgement Zone
Develop predictions in the following categories:
•
Customers - who are the beneficiaries, and how does the issue affect them?
•
Actors - who is involved in the situation, who will be involved in implementing solutions and
what will impact their success?
•
Transformation Process - what processes or systems are affected by the issue?
•
World View - what is the big picture and what are the wider impacts of the issue?
•
Owner - who owns the process or situation being investigated and what role will they play in
the solution?
•
Constraints - what are the constraints and limitations that will impact the solution and its
success?
27/11/2009
mike.lloyd@microsoft.com
Page 91
PROBLEM SOLVING 7.
Ozone - ideas
Data zone – proof points
Neutral zone – problem definitions
Judgement zone –
predictions
End Zone – prioritised lists
Deliverables
Requirements
Tech Enablers
Eg: Better Management Decisions
Eg: Better visibility
Eg: BI
27/11/2009
mike.lloyd@microsoft.com
Page 92
Deliverables
PRIORITISING. Selecting Priority Areas
Services
Orientated
Workforce
Access to Range
of Tools and
Content
Productivity skills
CPD
Needs
Access to Range
of Learning
Experiences
Content production
capabilities
Performance
Management
Content
management
Data
Technologies
Enablers
CRM (for CPD)
27/11/2009
Monitoring,
Analysis, Planning
KPI, Scorecards &
Dashboards,
Clear lines of sight
Access to online
learning
Access to experts and
online tutors
Learning Gateway Portal
Solution
Personal Learning
Devices
Optimised
Infrastructure
Tools for productivity
& content production
Personalised
Learning
Environment
Data Driven
Decisions
Flexible but secure
student record
Flexible, mixed
mode learning
Intelligent
intervention
Modern, well
managed physical
environment
CRM for student
record
Dynamic
Timetabling
Learning
Management
Unified
Communications
Learning
environment
management
E-Portfolio
Security
Identity
Managemen
t
Data and
system
integratio
n
Portal
Competenc
y tracking
CR
M
EFolio
ILP
LM
S
U
C
B
I
Live@
Edu
Eforms
&
survey
s
Data Warehouse, Common Dataset
Employee and
school
performance
data
Learning
Content
Student Profile:
Personal; Performance;
Attendance; Risk
profile; Interventions;
Timetable.
mike.lloyd@microsoft.com
HR,
Finance,
ERP
Curriculum Standards,
Competencies
Page 93
Thank you
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