HoTEL OEP ELIG Pearson Learnshop - part 2
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ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem? HoTEL OEP ELIG Pearson Learnshop - part 2 Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30 Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
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HoTEL OEP ELIG Pearson Learnshop - part 2
- 1. How to Guide Innovation in a Changing Education Ecosystem An ELIG-Pearson Interactive Learnshop Friday 6th December 2013: 11:45 - 13:30 Facilitators Kelwyn Looi Vaithegi Vasanthakumar Fadi Khalek Dr. Adam Black Dr. Andreas Meiszner Elmar Husmann
- 2. Our team Dr. Andreas Meiszner European Learning Industry Group (ELIG), The Netherlands Vaithegi Vasanthakumar Office of the Chief Education Advisor, Pearson Elmar Husmann European Learning Industry Group (ELIG), Germany 2 Kelwyn Looi Office of the Chief Education Advisor, Pearson Fadi Khalek VP-Higher Ed & Voc. Learning Solutions, Pearson Education EMA Dr. Adam Black Chief Learning Technologies Office, Pearson ELT; SVP Efficacy and Global Scale of English Products, Pearson English, UK Online Educa Berlin l December 2013
- 3. Agenda 1. 2. Background information: ELIG, HoTEL Project and Pearson 3. Introduction to Efficacy 4. The Efficacy Framework in Practice 5. 3 Introduction: Key Objectives Summary: Reflections and Q&A Online Educa Berlin l December 2013
- 4. 1. An Introduction to the Learnshop This interactive Learnshop aims critically to reflect how to innovate in a profoundly changing education ecosystem. Pearson‟s Efficacy Framework will be tested as a [e.g. stand-alone] means to support the different stakeholders to innovate in TEL / education Key objectives For attendees the learnshop would provide the opportunity: 1. 2. For a case owner: to examine your own „case‟ through the lens of a rigorous and structured framework, providing key takeaways at both the transversal and individual case level 3. 4 For all attendees: to acquaint yourself with the efficacy framework as a tool to engender learning-focused discussions when assessing and evaluating prospective innovations For a participant: to be involved at the input phase of the project, allowing for feedback provided on evaluating the efficacy framework as a support model to be incorporated into future iterative decisions of the holistic model Online Educa Berlin l December 2013
- 5. 2.1 ELIG: We change the way Europe learns 5 Online Educa Berlin l December 2013
- 6. 2.2 The HoTEL Project • The assumption based on which a project was conceived is that the innovation cycle in the field of TEL is so long that: 1. 2. • 6 It seldom leads to exploitable innovations Often traps potentially disruptive innovations into the chronological limits of EU-funded projects in the field HOTEL tries to address this challenge by designing and testing an innovation support model (specific for TEL) in three labs (the HOTEL Learning Exploratoria) Online Educa Berlin l December 2013
- 7. 2.3 Pearson aims to use its position in education to improve the lives of learners • • We want to be able to prove that our products and services have a measurable impact • 7 Our vision is to help millions of people make progress in their lives through learning Efficacy is how we’ll do this. Online Educa Berlin l December 2013
- 8. 3.1 The moment is now to make a lasting impact on learner lives • • Governments, individuals, employers and institutions recognise the need to deliver high quality learning • 8 More than ever before, there is a shared understanding that high quality education drives personal, economic and societal growth New technology makes it increasingly possible to see what works and what doesn‟t in education to drive our ability to help learners achieve their goals Online Educa Berlin l December 2013
- 9. 3.2 Measuring and improving • • Online Educa Berlin l December 2013 We introduced a framework that is systematically being applied across the company to help us do this • 9 We are reviewing all of our products and services to ensure they deliver on learner outcomes For some products it will take time to demonstrate efficacy but we will work hard to ensure that they are set on a path to efficacy
- 10. 3.3 Embedding and leading • We adapted core business processes driving the company to focus on delivering learner outcomes • We will measure our success not only by financial returns but also by learner outcomes • We hope to demonstrate the knowledge gained from this approach and encourage others to adopt it 10 Online Educa Berlin l December 2013
- 11. 3.4 Collaborating and exchanging • We cannot do this alone - we are just one part of the education system • We want to work with partners, leading educators and organisations to co-create solutions • We will share our approach with everyone, invite feedback on it and work together to tackle the great unmet education needs worldwide 11 Online Educa Berlin l December 2013
- 12. 3.5 Our commitment • We will review all our acquisitions, investments and existing products and services to ensure they improve learner outcomes • We will build and share a global bank of evidence on best practices in education • We will publicly report our impact on learning outcomes, and set targets for improvement, across our business by 2018 12 Online Educa Berlin l December 2013
- 13. 3.6 There is greater demand for, and opportunities to prove efficacy Greater demand for measurable learning Greater opportunity to prove outcomes 13 Online Educa Berlin l December 2013
- 14. 4. Our efficacy framework aims to measure likelihood of impact • What outcomes are we trying to achieve? • What evidence do we have to believe it is possible to achieve these outcomes? • What plans are in place to implement these outcomes? • What capacity is in place to deliver on outcomes? 14 Online Educa Berlin l December 2013
- 15. Efficacy Framework: Likelihood of impact Criteria area Rating Rationale summary Outcomes • Intended outcomes • Overall design • Value for money Evidence • Comprehensiveness of evidence • Quality of evidence • Application of evidence Planning and implementation • Action plan • Governance • Monitoring and reporting Capacity to deliver • • User capacity and culture • Key Internal capacity and culture Stakeholder relationships Green: Requires small number of minor actions. Amber/green: Requires some actions (some urgent and some-non urgent). Amber/red: Requires large number of urgent actions. Red: Highly problematic requiring substantial number of urgent actions. Efficacy
- 16. 4.1 The Efficacy Framework in Practice Purpose: • To better understand the use of the Efficacy Framework as a tool to support TEL innovation Instructions: • 1 case owner per group – run through the efficacy framework • Participants to join a case group and ask questions to the case owner aligned to the framework • Based on additional knowledge and context, group to rate the case using the efficacy framework • Pearson & ELIG team to facilitate the discussion and note down next steps Timing: • ~ 45 minutes total 16 Online Educa Berlin l December 2013
- 17. Efficacy Framework: Outcomes Intended outcomes • Have you identified specific outcomes for your target group? • Do you have a way to measure the intended outcomes? • Do you have ambitious and measurable targets in place, and deadlines for achieving them? • Are your intended outcomes clearly documented and understood by the relevant people within and outside your organisation? Overall design • Is the product designed in a way that will most effectively help your target group reach their goals? • Does the design allow you to automatically collect evidence of your progress? • Have you adapted the design based on feedback from users? • Could the design by used by others? Value for money • Do you understand the benefits of your product or service to your target group, relative to other options? • Is the cost of the product/service competitive, considering the benefits it would deliver? Example of green rating Example of red rating • All outcomes are specific and clearly documented. • People within and outside my organisation understand the intended outcomes and are able to communicate them clearly. • Future targets are ambitious and achievable. • Outcomes can be regularly measured against set targets. • Outcomes are not documented or specific. • People within and outside my organisation do not understand the intended outcomes or communicate them in the same way. • Targets do not exist to measure outcomes against. • Outcomes are only defined at a high level. • Design is superior to other options/competitors with features focused on delivering outcomes. • Real-time evidence is generated. • The design can be adapted and developed. • Others could use this design, and it has been shared with them. • The design does not meet target group expectations and is difficult to use. • The design does not reflect intended outcomes. • The design does not allow for the collection of feedback. • The design is specific to a local situation and cannot be replicated. • Feedback/research has allowed me to identify what benefits the product/service needs to deliver to users. • Feedback and return-oninvestment research shows that the cost of the product/service reflects the benefits delivered. • No feedback from users exists (either formal or informal), and the benefits of using this product/service are unclear to our team and our users. • Perceptions of value for money and user experience are poor.
- 18. Efficacy Framework: Evidence Comprehensiveness of evidence • Do you collect evidence using a range of methods (quantitative, qualitative, internal and external for example)? • Do you collect evidence for all stages of your product/service (from early conception to design and then to implementation)? • Do you have evidence from all users of your product/service? Quality of evidence • Does the evidence you have collected link directly to what you are trying to achieve? • Is the evidence you have collected unbiased; applicable to your product/service; recent; and does it measure success over a period of time? • Is the evidence you have collected relevant, representative and where possible at an individual level? Application of evidence • Is the evidence stored and accessible to relevant people? Is it available in an electronic and searchable format? • Has the evidence you have collected been analysed to help inform the design of your product/service? • Has the evidence you have collected been analysed to help inform other decisions about your product/service? Example of green rating • A wide range of evidence has been collected via internal/external, and quantitative/qualitative methods. • Evidence relates to all stages of my product/service. • Evidence exists from all users. Example of red rating • Evidence is collected via a limited range of methods and does not balance qualitative and quantitative sources. • Evidence is mainly anecdotal and patchy, and does not take into account the product/service‟s lifecycle, features, or users. • Evidence collected effectively proves how well we are meeting our objectives. • Rigorous research methods have been used. • Evidence relates to the specific and relevant use of the product/service. • Evidence was gathered over a period of time. • Of the evidence that does exist it is not linked directly to what I am trying to achieve. • The evidence that exists is: biased; not from a relevant use of the product/service; out of date. • The evidence is not representative of how a learner would use this product/service. • All evidence is readily accessible and searchable. • The evidence is used regularly to inform the design of my product/service. • Collected evidence is also used to inform non-design decisions. • The evidence that exists cannot be accessed quickly via electronic means. • The design of my product/service has not been changed as the result of evidence. • Major decisions about my product/service are not underpinned by evidence.
- 19. Efficacy Framework: Planning & Implementation Action plan • Do you have a plan in place to achieve your outcomes, including milestones, actions, responsibilities and timelines? • Does your plan include short- and long-term priorities. • Have you identified any potential risks and included actions to mitigate these in your plan? • Do you regularly update your plan and communicate changes to relevant people/institutions? Governance • Do people within and outside your organisation understand who is responsible for decision-making regarding your product/service? • Have you documented who is responsible for the work, and who should be consulted and informed? Do the relevant people understand this? • Have you identified the key processes required to implement your product/service and are these clearly documented? Monitoring and reporting • Do you update your plan based on progress, adapt it where necessary and communicate this with your stakeholders? • Do you get/have access to real-time feedback from your users? • Do you identify issues early, discuss these honestly and find solutions? • Do you have tools and routines in place to monitor progress (such as emails, calls, document-sharing)? Example of green rating Example of red rating • Electronic plan exists with clearly identified steps, responsibilities and deadlines. • The plan includes short and long-term priorities. • The plan is regularly updated and all relevant parties are aware of the changes. • No electronic plan exists. • Plan is informal with actions, responsibilities and timelines unclear. • Milestones lack clarity and are either too ambitious or not stretching enough. • Potential risks have not been formally identified or planned for. • Team-members know who makes decisions, and each member of the team (within and outside my organisation) is clear about their role. • The processes we have in place are documented and well understood, and new members are fully briefed. • Team-members do not know who makes key decisions. • Roles for people outside the core team are poorly defined. • New team members are unclear of key processes and do not have documentation to refer to. • Data is collected in real-time and analysed to provide feedback. • Monitoring of the product/service alerts me to issues in real time. • Tools and routines are in place to identify and solve problems. • Our action plan has not been updated and adapted. • Where feedback exists, it is delayed. • Our team is are unaware of issues or fails to act on them. • Team routines are informal and not focused on monitoring progress.
- 20. Efficacy Framework: Capacity to deliver Internal capacity and culture • Does your organisation have the right number of people, and people with the right skillsets to enable you to deliver your desired outcomes? • Does your organisation have a culture focused on delivering outcomes, and is it collaborative and innovative? • Do leaders within your organisation support your work and are there opportunities to work with others across the organisation? User capacity and culture • Do the target group understand the objectives and their roles in achieving them? • Does the product/service reflect the user‟s skillset and available resources? • Do users have the people, skills, time, or resources to achieve their goals? • Have you put measures in place to build users‟ skills? Stakeholder relationships • Have you identified who your key stakeholders are and do you understand their needs and concerns? • Do you regularly communicate with your stakeholders? • Is there a culture of partnership and collaboration between your organisation and your stakeholders? Example of green rating Example of red rating • Team has right number of people with appropriate skillset and experience. • Culture is focused on delivering outcomes and is collaborative and innovative. • Team has appropriate budget. • Our team lacks the appropriate skills and resources to deliver the desired outcomes. • Our culture feels negative, traditional and not focused on outcomes. • The target group understand the objectives and their roles. • The product/service takes the user‟s skillset into account and there are mechanisms in place to build skills. • Users have the appropriate resources to achieve their goals. • The target group and existing users are not aware of what the product/service should help them to achieve and what they need to do to get there. • The product/service is illsuited to the user and attempts to build users‟ skills are ineffective. • Users do not have the resources and skills to meet their goals. • We meet with stakeholders frequently, and have formal and informal conversations. • Conversations with stakeholders have led to a culture of trust and partnership over a sustained period of time. • The team and stakeholders have uncertain relationships. • Miscommunication occurs frequently and solving problems in a joint fashion is difficult.
- 21. Reference material: Efficacy website On November 15th, Pearson launched a dedicated website: http://efficacy.pearson.com outlining the company‟s focus on efficacy and commitment to put the learner at the heart of the global strategy. An interactive version of the efficacy framework also features on the website. 21 Online Educa Berlin l December 2013
- 22. Reference material: Efficacy publications Identifying dialogue and collaboration with the wider education community as crucial to accelerate progress, Pearson has also published two reports: • The first, Asking More: The Path to Efficacy, sets out the imperative for measuring and improving learning outcomes worldwide. • The second, The Incomplete Guide to Delivering Learning Outcomes, shares in detail the company‟s new approach to contributing to that goal and the progress it has made so far 22 Online Educa Berlin l December 2013
- 23. Reference material: Alive in the Swamp “The future will belong not to those who focus on the technology alone but to those who place it in this wider context and see it as one element of a wider system transformation.” Quote is from Michael Barber, Chief Academic Advisor, Pearson 23 Online Educa Berlin l December 2013
- 24. How can I find out more? You can visit http://hotel-project.eu/, for: • • More on the Learning Exploratorium Labs • Details of future events • Find us on LinkedIn: (TEL Innovation laboratory) • 24 Online Educa Berlin l December 2013 Project overview: Work programme and Innovation model Contact: Andreas Mesizner (andreas.meiszner@elig.org) if you are interested in further opportunities for collaboration
- 25. How can I find out more? You can visit efficacy.pearson.com, for: • • To use our online interactive efficacy tool • Keep up to date on our events • Read up on the role of efficacy in education in two publications: Asking More, and The Incomplete Guide • Find us on LinkedIn (Open for Learning) and Twitter (@PearsonPLC) • 25 Online Educa Berlin l December 2013 More information about our approach Contact: efficacy.global@pearson.com if you are interested in further opportunities for collaboration
Notes de l'éditeur
- ICWE / Event Online Educa BerlinICWE is an international events and media company, which specialises in organising large-scale events and communication of international media campaigns for clients, e.g. the European Commission. ICWE's international conferences and exhibitions are the leaders in their field, for example Online Educa Berlin and eLearning Africa.The partnership between ICWE and ELIG continues through Online Educa Berlin and other common engagements.
- The HOTEL (Holistic Approach to Technology Enhanced Learning) project originates from the observation that most of the TEL research so far has concentrated mainly on the development of ad hoc technologies for learning, failing to capture both the potential adoption of emerging technologies not originally designed for learning in education and training environments and the innovative use that is made of technologies in non-formal and informal ways of learning and the extent to which this could be transferred / adapted to formal learning environments. This is believed by the Consortium to provide a misleading and fragmented picture of the extent to which new forms of using technologies (already mainstreamed and/or successfully piloted and/or emerging) support learning. Innovative practices in the use of technologies for learning (especially in non-formal and informal learning environments) are often not sufficiently considered by research whereas bottom-up innovation is playing an increasingly important role in the field of TEL, which might lead to new theories for learning. On the other hand, there is a need to verify the impact of existing learning theories on TEL practices to determine whether this has led / is leading to innovation. Furthermore, the lack of a holistic approach in TEL as described above puts at risk the effectiveness and mainstreaming of new ways of using ICT for learning purposes: too often the timespan between the identification of technologies that have a potential for learning, the theoretical analysis of pedagogical implications, the piloting of such technologies and their adoption (first at small scale and then mainstreamed) is so long that the technology itself becomes out-dated compared to the changing environment and learning needs.The assumption based on which a project was conceived is that the innovation cycle (idea -> prototype -> test -> innovation -> market) in the field of TEL is so long that it seldom leads to exploitable innovations and often traps potentially disruptive innovations into the chronological limits of EU-funded projects in the fieldHOTEL tries to address this challenge by designing and testing an innovation support model (specific for TEL) in three labs - the HOTEL Learning Exploratoria – that officially launched in September 2013. The Learning Exploratorium Labs will act in the field of adult learning covering respectively: the higher education setting, the corporate setting, the informal learning setting within professional networks.An Open call for innovators was launched in June 2013 to gather applications from TEL innovators to become members of the Labs and have their innovations discussed and /or tested within the Labs
- Pearson is the world’s leading learning company. We have always been focused on enabling people to make progress in their lives through learning. Now we are further increasing our focus on this. Indeed, our aim is to become the ‘efficacy company’. By this we mean making a measurable impact on improving someone’s life through learning. We’re transforming ourselves from a company that creates inputs to education – such as online courses, books, assessments and other learning tools - to one that is focused on learning outcomes. How will we do this? Efficacy.
- There is clearly big demand for high quality education, and in this context there are three important factors that have made us realise that now is our best chance to make a difference: The recognition that education can drive personal, economic and societal growthThe subsequent increase in global investment in educationThe advancement of technology that gives us access to real-time data on how well a product or service is helping a learner reach their goals Together, these factors create a unique opportunity to work with others to transform education, and in doing so, the lives of learners across the world.
- Efficacy has always been important to Pearson, and we have many examples of products where we can demonstrate their precise impact on learners, but we have not had a consistent methodology for measuring efficacy across every single one of our products and services...until now. Eighteen months ago, we started work on a new Efficacy Framework: a comprehensive measurement tool that would help us to identify what impact our products and services are having on learners, and what we need to do to increase this impact. We are using this framework to review all of our products and services. We know that we have a long way to go as a company to achieve this vision in full, and, that for some of our products it will take time to demonstrate efficacy. However, we will ensure these products are on a path to efficacy by supporting them through regular check-ins to make sure that progress is on track.
- We are applying efficacy to our products and services, but we are also applying it to all of our people and our whole business strategy to make sure that right across the company educational impact is just as important as financial objectives, and all of our decisions take into account what is best for the learner.Ultimately, we would like to demonstrate that social and educational value and financial value can be delivered by the same strategy, and encourage others to take the same approach.
- That said, we know that we don’t have all of the answers. The global education challenges are too big and too pressing for any one organisation to resolve alone, and we are just one small part of the education system. This is why we plan to partner with other education organisations, to debate and discuss the challenges, and agree and invest in solutions.We have also made our efficacy framework available to anyone who would like to use it, and are inviting feedback on how it works in practice and how it can be improved.
- We have made a commitment to review all of our products and services with an annual revenue of over £1m by 2015.All products will have clear action plans for improvement by 2018, and if they don’t meet the targets set out in those action plans they will be discontinued. We have begun to review all of our acquisitions and investments for efficacy. Our ambition to start a global conversation about efficacy is also underway. We are creating a new section of our website called Open Ideas, which will give everyone unlimited access to a growing pool of research into best practice in education.
- The Efficacy Framework is divided into four sections: Outcomes: to define what we are trying to achieveEvidence: to make sure that our assessment of and ambitions for the product/service are grounded in real experience and resultsPlanning and implementation: to outline how we intend to achieve our goalsCapacity to deliver: to check that we have the people, knowledge and skills we need to reach those goals
- In line with the recent public commitment to efficacy (http://efficacy.pearson.com/) the learnshop is seen to be an appropriate showcase for the application of the efficacy framework to a wide variety of interested parties. Inside and outside Pearson “efficacy” has different meanings. At Pearson we have agreed on a definition of efficacy. Efficacy is defined as: “A measurable impact on improving someone’s life through learning.”We need to be able to identify the specific impact for a learner. Efficacy has direct and obvious applications for those who are designing and delivering products, services and solutions to learners. The Efficacy Framework was developed by Sir Michael Barber (Chief Education Advisor) and his team. It draws on best practices about delivery from Pearson, and the public and private sectors. The Efficacy Framework has two purposes: to understand whether we are delivering efficacy, and to identify a path to improve efficacy. This is outlined below, with the four key questions asked as part of the framework and a set of ratings for identification.
- I hope you have found this useful and interesting, and that you feel like our efficacy focus will help you and your students/pupils to achieve your goals.For more information, please visit efficacy.pearson.com, where you will find lots more detail about our approach, and be able to hear from some of our leadership team and external education experts about what it could help to achieve.