Cisco Global Education

© 2009 Cisco Systems, Inc. All rights reserved. Cisco Confidential 1

Education 3.0

BECTA Next Generation Learning conference

5th March, 2009

Richard Halkett

Director of Strategy & Research, Global Education, Cisco


Internet and Education: The Two Great Equalizers

Cisco’s Commitment to Education

Education Centers of Excellence

Thought Leadership

Strategy Innovation Models

Cisco Networking Academy

9000+ Academies

760,000+ Students Per Year

160+ Countries

21S Model Schools

Cisco Fellows Jordan Initiative MI/LA Initiative NYC Schools China Initiative

Global Education

Education Transformation

Reform Agenda

Education 3.0


Global Education – Who we are

An organization engaged in shaping 21st century

teaching and learning through thought leadership,

practical engagements and strategic communication

Our focus is on developing, scaling and replicating

successful working models to promote global system

transformation


What we are doing

Introducing the Education 3.0 vision and message

Practical engagements around the world

Engaged in strategic education alliances – China, US, India, Australia, Mexico


The three benefits of learning

LearningLearning

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£$¥₨元

Economiccompetitiveness

Economiccompetitiveness

Lifelongpersonal

prosperity

Lifelongpersonal

prosperity

Social & environmental

wellbeing

Social & environmental

wellbeing


20th Century Learning: A monopoly

Very limited and one-way informal influences on the learner

Provision dominated by large, monopoly publicly-funded suppliers e.g. schools

Purpose/vision

Accreditation & summative assessment

Content development & delivery

Basic facilitiesTeaching

Community & collaboration

Record-keeping & administration

Classrooms & learning environment

Formal learning

Primary Secondary Higher/tertiary

Lifetime of Learner

Lifelong


Those unserved by current system

Existing education systems are struggling to meet the challenges of the 21st century

Education 3.0 system reform

Students currently in education

Recognition of urgent need to invest in education to ensure competitiveness

Momentum of international (‘Education 2.0’) reform movement in 1990s and 2000s

Global pressures

Strong basic skills Advanced technical skills 21st Century capabilities Ethics & citizenship

Business and society demands a new mix of skills

Live an online life Demand a long tail of niche

subjects Learner (and parent) as

demanding consumer Device independent

21st Century learners


The 21st Century: A fragmented landscape

Government layer

Learning provider

layer

Personal layerInformal influences

Many multi-directional informal influences on the learner

Accreditation & summative assessment

Record-keeping & administration

Classroom & learning environment

Purpose/vision

Formal learning

[Basic facilities?]Teaching

Community & collaborationLearnerLearnerLearnerContent

development & delivery


21st Century Learning

Education 2.0

Education 1.0

Supported by Adapted System Reform

Leadership, People & Culture

High-quality Infrastructure & Technology

21st Century Curriculum, Pedagogy & Assessment

Achieved in Holistic Transformation

Education 3.0

Traditional Education Systems

Curriculum

Teachers

Accountability

Leadership

The evolution of education systems

Source: Cisco, 2008


Getting there: A transformational Education 3.0 Roadmap in three parts

Where are we now?:

Diagnostic Tool

How to get there:

Toolkit

Destination Vision:

Framework

Education 3.0 Roadmap


Anatomy of a Sub-Component

21st century curriculum

The Vision

Ecosystem partners

Practitioner insights

The Research

Best practices

Diagnostic tool

Skills like problem solving and collaboration will be increasingly important to economic competitiveness and social well-being in the future.

“Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the … economy.”

- Tony Wagner

Howard Gardner (2006), Tony Wagner (2008), OECD (2003), Eric Hanushek (2008), Autor, Levy & Murnane (2001), Csikszentmihalyi (1996), Pink (2005), Kozma

Being developed in partnership with EDC to spot strengths and weaknesses using available data

Themed project work in NYC iSchool, RSA Academy

Partnerships with local cultural institutions and private sector enterprises; draw on knowledge from Young Foundation Studio Schools, RSA Open School.

Business leaders consistently report skills shortages in STEM subjects and in 21st century skill areas


Assessment for learning

‘Next practice’ pedagogy

21st century curriculum

The Education 3.0 Framework

Flexible learning spaces

Integrated training – technology &

pedagogy

High standard of educational technology

Technology vision led from the top

Infrastructure & Technology

Integrated ecosystem of

partners

Innovation management

Data-driven accountability & decisionmaking

Well-governed and managed system

Policies, Procedures & Management

Ambitious, collaborative,

innovative culture

Excellent teachers, principals and

system-leaders

Visionary leadership

Leadership, People & Culture

Student-centred, personalised learning

Curriculum, pedagogy & assessment

Leading transformation

Holistic change

Pace & urgency

Building ownershi

p

Routes to scale

Sustainable

Delivered in

partnership


Education 3.0: Cross-cutting Principles

Focus on needs & preferences of the individual learner

Learning anywhere, anytime

Technology as driver & enabler

Continuous improvement

Working across whole or ‘natural system’ beyond school walls

Focus on equity and outcomes


Education 3.0: Outcomes

Engaged students

Motivated teachers

Trained workforce equipped for the 21st century workplace

Higher volumes of graduates in key disciplines

Workplace innovation

Sustainable societies and economies


Education 3.0: System Reforms Curriculum

Redesigned with learning outcomes related to 21C skills Assessment

New systems designed to measure competence in 21C skills Professional development

Focused on and for system-leaders (Ministry/Dept/Region/Council) Accountability

Outcome not just management oriented with comparable targets & transparent standards

Technology System leadership unites educational and technological vision

Innovation New ideas are systematically introduced, trialed, assessed and scaled


Education 3.0: Getting to scale

True education reform is often frustrated by a series of factors, few of which involve a lack of vision

System fragmentation

Resource scarcity and competition

System complexity

Institutional autonomy and/or bureaucracy

Entrenched versus empowered stakeholders


To be developed in four white papers

The working teams are:

Learning Environments & Formative Assessment Dr. John Bransford

Assessment Methodology Dr. Mark Wilson,

Technology - Dr. Beno Csapo .

Measurable 21st C Skills Dr. Senta Raizen

Country Deployment and Use (TBD)

Barry McGaw Director, Melbourne Education Research Institute (MERI),Australia

Cisco-Intel-Microsoft Assessment Alliance


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