Education and Design Roundtable November 5, 2012, World Economic Forum, New York City

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Educatin and Design Rundtable Nvember 5, 2012, Wrld Ecnmic Frum, New Yrk City Summary by Martha Chahary and Nic Daswani, Wrld Ecnmic Frum Speakers Seth Andrews, Funder and Superintendent, Demcracy

1 Educatin and Design Rundtable Nvember 5, 2012, Wrld Ecnmic Frum, New Yrk City Summary by Martha Chahary and Nic Daswani, Wrld Ecnmic Frum Speakers Seth Andrews, Funder and Superintendent, Demcracy Prep Tim Brwn, President, IDEO Paul Kruchski, Special Assistant fr Plicy, US Department f State Tshik Mri, Rbert P. Hubbard Prfessr in the Practice f Architecture, Harvard University Graduate Schl f Design Mderated by Pala Antnelli, Senir Curatr, Department f Architecture and Design, Museum f Mdern Art, New Yrk, and Chair f the Glbal Agenda Cuncil n Design Innvatin Opening remarks by Michael Drexler, Wrld Ecnmic Frum Intrductin by Pala Antnelli Rundtables reflect a desire t have a cnversatin with ther cuncils where design can make cntributins. This is the first rundtable, a prttype f which the utcmes will be shared at the Glbal Agenda Summit in Dubai. Educatin is the first theme, there are many ther tpics. Educatin is a vast theme: we will try t think abut educatin as a path t jb creatin and in a hlistic way as an integral prcess fr thinking abut the future. Seth Andrew n K-12 Educatin Demcracy Prep is an example f hw we can rethink and redesign public educatin. Demcracy Prep is a netwrk f public charter schls in New Yrk that started seven years ag with ne schl, nw have seven schls serving abut 2,000 students frm K-12. Scres perfrm better than Westchester Cunty, the richest suburb in New Yrk, despite being lcated in Harlem and Camden, New Jersey. What are public charter schls (PCS)? PCS are accuntable t the gvernment, publicly funded, pen t all majr difference with regular public schl is autnmus frm the centralized administratin in which it perates. 8,000 charter schls serving 2 millin students in the USA. PCS trade autnmy fr accuntability PCS accuntable fr results, which prvides autnmy t scial entrepreneurs and educatrs t think abut public schls in a different way. The term PCS des nt reflect quality r design nly tradeff is autnmy fr accuntability which is why ne PCS can be very different frm anther. What yu d with the autnmy differs frm

2 schl t schl - which is why many PCS are nt ding s well. Demcracy Prep didn t want t have a supply-side mdel, we wanted t have a demand-side mdel. What is the demand and hw d we create the demand fr high quality schls in ur cmmunities? Hw d we create a plitical vice fr ur cmmunity? Hw d families withut ecnmic resurces, cllege educatin, r scial capital, start t demand great schls instead f being cmfrtable with the status qu? Public charter schls are schls f chice, everyne wh is in ur schl is there by chice which means we dn t have a unin cntract. Our teachers get paid 25% better than the traditinal district but becme at-will emplyees and give up jb security. We recruit peple frm acrss the cuntry. Frm day ne we asked urselves hw we culd make ur mdel replicable. We dn t take philanthrpy because therwise it wn t scale use nly public funds. We use rigrus research t figure ut what wrks and the variables needed t make wrk impactful. Hw d we leverage the best practices and lessns learned? (Krea example) If we were a hspital and we fund a vaccine that even partially made a cancer patient better, peple wuld be demanding this. But in educatin this is nt the case. What is the frmula, the vaccine needed and hw d we distribute it t millins f kids arund the wrld s that they can have an educatin that entitles them t pprtunities? Demcracy Prep s Five Design Pillars Talent (great teachers) The mst single imprtant design element is the Talent in the building. Great teachers and great leaders. That s abve pedaggy, technlgy, curriculum, classrm management, architecture the single mst imprtant factr f great schls is the adults in the rm. In ther cuntries in the wrld teachers are taken frm the tp third f cllege classes, in the US, accrding t a McKinsey study, we take teachers frm the bttm third f cllege classrms. If we have great teachers in ur classrms than we will have a slid fundatin and avid the centralized supply-side mdel. Culture This pillar stems frm teaching experience in Krea where I taught kids f pr families - given their histry f war and turmil, after the war, they cnsidered teaching as ne f the mst hnrable prfessins, 1) teachers are glden, 2) hard wrk equals success, 3) educatin is f the highest value It cmes dwn t a culture f high expectatins that we can set in a cmmunity and in a schl because we have the tls necessary t d s Educatin has the highest value building a culture f teaching and educatin All kids will g t cllege N exceptins, n excuses; sme will take lnger than thers t make it t cllege but expectatins are set high frm day ne Time Rethinking what time means. Schl frm 7.15am t 5.15pm, schl n Saturday and schl in summer n mst days. 75% mre educatinal time than regular public schls.

3 Data We make time the variable. Cre subjects such as debate, art, music are cut ut f traditinal schls nt because f mney but because f time. Currency in schl is time nt mney. We make time a variable and expand it. We set rigrus expectatins and have mre time t d what we set ut t d. Kids at Demcracy Prep travel t 5 cntinents befre graduating high schl Educatin is measurable. We lve tests. We think f tests as assessments f what kids knw and what they need t knw we test them all the time t measure what we need t adjust t better teach ur kids. Makes teaching a quantitative rather than qualitative prfessin. Jel Klein: cllabratin is the elixir f the status qu crwd. We wn t fix pverty until we fix ur public schls. We need t have mre cnflict than cllabratin we need t disrupt the system. Only 8% f kids f clr have likelihd t graduate high schl. Tshik Mri n Pst-graduate educatin Cnstant redesign f curriculum Hw t advance studies t prepare students fr cmplex wrld? Visualizatin is a new tl breaks language barriers essential tl that breaks bundaries Visualizatin f cmplex situatins Linear narrative we have t figure ut interrelatinships f elements, break up sils Cnnectins and mbility Hw d we wrk and think in this dynamic wrld? Parallel prcesses (time is linear) What beats time? Criss-crssing f data and issues visualizatin helps t understand brain prcesses that help breakthrugh innvatin in educatin Harnessing traditinal wisdm Nt frgetting traditinal crafts that were/are innvative but lst with time. What we thught we knew frm thusands f years ag is taken fr granted hwever, sme methds are quite advanced Wrking with traditinal craftsmanship t develp slutins t pr cmmunities Cnstituents Kids are learning in a vacuum. Wh are yu learning fr? What can yu cnvey? Wh will yu be serving? Hw d we implement what we share? team learning, sharing The way scial media is a platfrm fr sharing ideas, the same is nt fully advanced fr sharing what is created. Implementatin devices; Hw d we advance what we share, create? Agricultural mdel fr educatin: yu are preparing the sil, cultivating, fr life, crss-pllinating Need resilient mdel Resurce management Grwth develpment, skills develpment Cultivatin fr the ecnmy Cntinuity

4 Why are we learning, why are we studying, why are we teaching? Paul Kruchski n Technlgy innvatins fr educatin 3 technlgy innvatins that will transfrm the way we think abut educatin, particularly the undergraduate experience, ver the next 5-6 years: Open Educatinal Resurces (OER): free-t-use teaching and learning cntent. Students spend $1k t $1,5k n textbks per semester. This in additinal t the $1 trillin in student lans. Can we develp free textbks? There are nw textbks that are free t dwnlad, translate, edit. Example: Washingtn State University invested $1.14 millin tw years ag t have 84 textbks fr use in cmmunity clleges saving students $1.4 millin in ne year. Massive Open Online Curses (MOOCs) Anyne can take entire curses nline. Antich University will nw give credit t students using certain MOOCs. Students can take the curses anywhere and anytime. Changing the classrm experience. Open Badges Mzilla Fundatin sparked idea: What wuld happen if we rethught the bachelr s degree? If we rethught credentialing? S that anyne, anywhere can get a certificate that credits skills develped thrugh a particular curse, anywhere. Traditinally, universities act as gatekeepers but this system allws any credible authrity t create a badge i.e. the credential $16 billin spent per year n educatin in US we can save mney t allcate t ther resurces The abve technlgies can be integrated int curses and can start saving mney Why have huge lecture halls that require ecnmic resurces fr maintenance when we can have students take curses n their laptp and then have them meet in smaller study grups? Why nt have these discussins nline first? We can transfer and utilize the badge system t make universities mre rbust. Hw d we nt destry universities but make them strnger? Wrap-up and additinal questins by Tim Brwn Three categries t wrap discussin: Theme f bradening skills - Educatinal system and skills: We are asking educatinal system t prduce student with bradest set f skills ever Need t be creative and innvative in emplyee base, hwever, there exists a fear f being creative, fear f taking risks. An IBM survey asked CEOs what they needed mst in their wrkfrce. They said they were unable t deal with vlatility in the wrld, and need innvatins and creativity. Hw are we ging t create an educatinal system that can build creative cnfidence in 100% f utput? Is cllege the best way t acquire skills? Example f Germany: learning thrugh ding, 60% f high schl graduates g int apprenticeships perhaps why strng manufacturing industry.

5 What d 21 st century apprenticeships lk like? What frm might they take? What are the skills and tpics that it might cver? Hw much space d we have t redesign the system based n ur cnstraints? T Seth s pint n talent what d we d when we dn t have access t superstar teachers What pprtunities d we have t change r play arund with the whle system t still get prductive results withut having superstar teachers t rely n? Materials that enable students t learn withut high caliber teachers Mdel f educatin Educatin is highly frnt-end laded; we depend n the state t prvide us with educatin What des an individual, life-lng curriculum lk like? What will technlgy such as MOOCs and badges lk like? Hw can we capture what has been learned? Can badges stay with us thrugh life like ur 401k r medical recrds? Badges system: What is the equivalent f these badges t capture qualities that we want in the wrkplace? What are the qualities we want students t have? (creative cnfidence, analytical thinking, scial engagement, plitical engagement?) Can we teach hw t attain these qualities? Discussin Pala Nt a questin f what are the new mdels, because new mdels are already being created Q: Linda Fried, Dean f Schl f Public Health, Clumbia University GAC n Ageing Yung peple need t be prepared t lead lnger lives shuld make yung peple understand this pprtunity What kinds f scial capital can lder adults bring t the educatin f thers in terms f partnership, acrss generatins, cmmunity knwledge? Seth: Human capital side: Mst schl are nt leveraging teacher talent Hw can we get great teachers t leverage these educatinal tls (MOOCs, etc) t impact mre students? Talent side: We have barriers t entry t the prfessin f teaching: need certificatin which prtects status qu which prevents Demcracy Prep frm accepting a wide range f peple (especially age and backgrund) int the prfessin What des it mean t be a teacher? Rethinking what teaching means. If we can break dwn barriers t wh can teach we can get better peple t cme in. Pala: Questin fr Tshik: need fr cntinuity, there needs t be cntext fr the way we teach, frm K-12 we prbably still need physical presence f teachers Hw d we mdulate distance, flexible, custmized learning t instill rigr and invest in learning? Paul: Hw we use new innvative tls will depend n circumstances; nline learning can help free up sme f the time used in classrms (hard skills learning) t fcus n sft skills develpment thrugh seminars, trips, etc.

6 Pala: Is plicy helping this? Paul: It will be schls like Demcracy Prep that drive innvatin, nt the federal gvernment. Tim: Interesting t think that tday the classrm is the dullest part f the day when it shuld be the mst exciting, when kids are with ther kids and teachers, we shuld be able t design ways t deliver the cntent Tshik: The ntin f learning stps at schl ging back t ageing MOOCs is helping t understand that we learn beynd schl MOOCs is taking that stigma ut by allwing different peple t interact tgether Crss-generatinal interactin, interesting synergy Need t get rid f stigma f ging back t schl shuld be pleasure, lifelng learning Paul: Learning desn t start until they leave the classrm cllege experience being rethught arund that Service learning: take skills that yu learn and apply them t cmmunity wrk Incubating: Stanfrd gives credit fr starting an rganizatin, initiative Q. Michael Drexler, Wrld Ecnmic Frum D we have a cnsensus f what educatin is suppsed t d? Tshik: Evlving questin I ask myself as a teacher: Why am I teaching, wh am I teaching and hw d I teach? Brad humanitarian questin: missin and cntinuity f knwledge Issues f scial cntract that s why we teach, that s why we learn brader agenda Seth: Questin can be split int tw: What is the purpse f public schls? What is the purpse f educatin? Purpse f public schling is t enhance and supprt demcracy reasn fr mandatry public schling is ne f the 5 respnsibilities f being a US citizen Tl that we have t sustain and build ur demcracy what is ur demcracy? The idea f ur demcracy is t enhance chice and vice t give them the pwer t chse what they d in their lives. What is the purpse f educatin questin relates mre t pst-secndary educatin which assumes that we have gtten there. It assumes that we have intrinsic mtivated students wh can say I want t take a MOOC, t g t cllege, etc. Need t shift frm extrinsic t intrinsic mtivatin need t frce upn kids in extrinsic way Q. Name (?) Is this nt a bandaid? Making educatin an intrinsic mtivatin steretype abut charter schl that they exist as bandaids. What are the drivers f radical innvatin in K-12 schls?

7 Seth: Charter schls exist as a labratry where we can get a mdel right and then scale up Relinquishment: public schls are schl systems, we shuld becme systems f schls decisins shuld be made mre by teachers and principals (and family chice f which schl child can g t) rather than central cmmand systems while hlding them respnsible Relinquishment back t the peple Tim: If we dn t challenge cnstraints we dn t have innvatin charter schls have ability t challenge thse cnstraints Seth: Prblem: states have ne standardized test we need mre; we can make ur wn metrics by using what we have nw as a flr, nt a fundatin n what is taught Trying t measure sft skills (change sft in hard skills) and mve frm qualitative t quantitative we need t learn hw t measure things we want t achieve (i.e. sft skills) Trying t use badges t try t measure skills in arts, music, public speaking. Have yu presented in public? In frnt f an elected bdy, in gvernment? These can be questins that when answered can help demnstrate measuring a sft skill. Q. Sarah Ptler, Funder and CEO, Dance 4 Peace What are the building blcks, metrics t create a culture where failure is k? Where students can feel safe? Tim: Think f them as a culture rather than metrics, a supprt system that accepts failure and respects risk taking, creative cllabratin Yu can t mandate them, but yu can build them Paul: Western Gvernrs University (nline) chartered by 26 western states: helps ne master whatever skills they need int certain curses; students can take an exam and if shw skill achievement dn t have t take curse; exam can be taken up t three times which allws ne t fail but try again Tshik: Within creative discipline yu need trust, a teacher needs t create a life-rpe that has a glimpse f the cliff but dn t fall ff f it Q. Rbert Trres, Bill and Melinda Gates Fundatin (wrk funds badges cncept) Cnversatins have shed light n learning mdels and resurce mdels Tshik s mdel gives real recipe t mdel f educatin (emancipatin f the mind) Teaching n hw t decipher cmplexity Design and system thinking are tw cmpetencies that are brken dwn asks wh we are teaching fr and fr what Hw d we develp innvatrs and designers? Hw t we enable peple t slve cmplex prblems? Wh is the arbiter f credit? Begin t think f institutins in different ways Wrking with NASA, fr example, which gives legimitacy t what students are ding Paul: Lk at badges as an enabler f grwing cntent This will pen scial market f wh can create slutins: Wh can prduce the best credentials? Tim:

8 Cursera.rg is already using scial netwrk t grade papers and develp metrics that help imprve the system Q. Carl Becker, Dean f Schl f the Arts, Clumbia University GAC n Rle f Arts in Sciety What educatin shuld be fr the future is a cnstant prcess where peple can reimagine themselves but hw can we create that envirnment? That s what arts schls d What is the envirnment that will allw peple the fluidity and creative cnfidence? It s nt abut metrics r t that prcess, but adapting t the future Ability t create yur wn universe in arts Metrics is buying int the system. Yu can t measure arts, culture which is what makes them exciting, their illusiveness Cnceptually we need t talk bigger than what exists Tshik: Visualizatin is changing that: kids are lking at images and interactins are stimulating imaginatin mve twards visual language which will play huge rle in future (away frm alpha numeric learning), kids will have t imagine like artists Interest in art linked t visual cnceptualizatin Q. Valerie Casey What s missing in these cnversatins is the rle f status stry. Each speaker is representing a certain brand. It s nt just abut craft and abut taking a curse and getting a badge. There is a currency arund status that is ignred by measurement systems. The real value f design in recgnized in cntext and creating cnditins fr new things t emerge. Is it abut creating and facilitating a cultural narrative that allws a new way f thinking abut educatin and status within sciety rather than changing the whle system? Tim: New nrms and frms f educatin status are emerging As we cnnect peple s educatinal experiences mre and mre, different frms f status will emerge rle f design is t create these prttypes pprtunity t d s

INTRODUCTION)TO)INNOVATION)AND)ENTREPRENEURSHIP) 2! INNOVATION)TYPES)AND)SOURCES) 7! RECOGNISING)AND)EVALUATING)OPPORTUNITIES) 10!

Table&f&Cntents& INTRODUCTION)TO)INNOVATION)AND)ENTREPRENEURSHIP) 2! INNOVATION)TYPES)AND)SOURCES) 7! RECOGNISING)AND)EVALUATING)OPPORTUNITIES) 10! ACTING)ON)THE)OPPORTUNITY) 12! EXPLOITING)THE)OPPORTUNITY)