Problems Down Under…and Up Over

I just got back from Australia…what a confusing place that is! They use dollars, but not the same dollars as the US (obviously). They are 16-18 hours behind my beloved Mountain time zone, depending on the time of year. Australia uses centigrade, so when I asked what the temperature would be one evening and heard, “10-15″…I was hosed. I was asked several times if I was staying in the CBD, to which I incorrectly answered, “No, I’m staying at the Hilton…”

But at the end of the day, all of the differences aside, one thing seems to be universal – even down under. Education is in trouble. Talking to educators ended up in the same conversations I have in the states, just counter-clockwise. They’re worried about quality, outcomes assessment, education dollars, and authentic curriculum just like we are in the states. Australian teachers have problem students, problem parents, and problems with administrators just like teachers in the states. Administrators have difficulty with rogue teachers, consumer minded students, and whether to go online with all programs, just like the states. In fact, it seems that we’re all in the same boat for just about every major, educational trend I know of.

So I have to ask…WHY? Why do so few countries seem to get it right? Why are there so many problems? Why aren there so few innovators and visionaries leading the (correct) way down a path towards enlightenment?

Luckily, I have an answer. It’s simple, really: argumentum ad antiquitatem is what it’s all about. Yep, a simple fallacy in reasoning is the culprit behind decades of inaction and fearful speculation. The appeal to tradition is paralyzing education around the world…

Ok, so maybe it’s not just that simple, but listen for a moment to my reasoning. If you look at most scholars who gauge educational relevance, they’ll put it somewhere between 3 and 5 decades late. In other words, educators still teach out-dated theories, practices that nobody uses anymore, and terminology that few “real world” practicioners understand. On top of that, most teachers use methods that are years behind, we force students to learn the ways in which we learned, and we ignore brain research instead focusing on antiquated learning theory.

So you may be sitting there getting frustrated by these comments. If so, odds are that you are 1) a teacher guilty of this (99% likely are…) or 2) an innovator who wants desperately to change things. Well friends, I’m with the innovators.  For example, it still amazes me how few, traditional teachers accept the Internet as a viable way to educate. Is it best in every situation? Of course not. Is it better than on-ground teaching in many situations? Absolutely.  I can show you rich, authentic, meaningful digital assets that will measurably enhance learning.  Of course it’s scary too. It provides a level of accountability that educators aren’t necessarily used to. Data mining is changing the face of online education and the measures / assessments brought with it are going to cause tremendous angst for some instructors. I’ve been in meetings where teacher’s union representatives have flat out denied the viability of online education explaining, “…we’ve never needed to teach that way before…” (yikes)

So you want a fix? Ok – here’s one. Call your Congressman – talk to your local school board – write our President. It will take a small portion of the education budget and some guts. But here we go…

Offer X grants per state for innovative education ideas. Something like 3 schools per state would likely work. One should be elementary, one should be high school, and one should be at the college / university level. The key is in the proposal – it has to be “out of the box” and it has to be adopted institution wide. What would “innovative” look like? Well, I don’t know exactly. The beauty of innovation is that it draws from the collective brain trust. BUT, one key aspect of the proposal would be measurement. How do you measure success? That question has to be answered farily and justly in order to receive consideration. For the opponents of NCLB, this gives them the opportunity to create their own measures. For the proponents, they can use the metrics already in place if desired. But real measurement must provide the outcome.

Let me give one example to get the ball rolling. How about the New City School in St Louis? This is a school where every student has a DEEP understanding of HOW s/he learns. As a result, diversity is embraced without being forced. Collaboration becomes second nature to these kids. And all the while, they see how they BEST learn, while figuring out how to mitigate their own lack of learning styles. In other words, they learn practical application of authentic tasks & assessment – what better way do we have to prepare students for the real world? THAT is innovative.

So, we get 3 schools per state to “pilot” a program for 1, 2, maybe even 3 years. Do you know what we get when we’re done? 150 case studies. We get 150 stories of success or failure. We see what might work, what likely wouldn’t work, and what we should consider rolling out to dozens…heck, to hundreds of schools. It might involve new ways of designing curriculum, different textbook configurations, innovative projects, new uses for technology, providing students with unique tools, or a myriad of other ideas.

We have always been a country that embraces innovation and creativity. While that’s not easy for big business or our government, as a country we still idealize the concept that a new way of doing something may be effective. (Obviously we have to be cautious of the fallacy of novelty…that’s another blog.) So let’s put our money where our mouths are. Let’s let educators put up or shut up. I believe in my heart that there are some creative, innovative educators out there with some potential solutions to our education crisis. Let’s give them a stage to present their ideas and potentially shine.

So would this “fix” education? Probably not. We’re talking about a system that has problems from top to bottom. Just look at the problem with cafeteria foods as it correlates to learning, obesity, and focus (http://www.jamieoliver.com/school-dinners). But, might this start the ball rolling to get more and more of our students educated in a system that creates a more competetive employee! At least I think it might.

So let’s see. I read article after article in INC., WIRED, NEWSWEEK, FORBES, and dozens of other publications about how to tap into innovation and creativity. Why don’t we start modeling and (therefore) teaching it to our students right now? It could lead to education reform that helps us financially, academically, and systemically. Creativity could lead us to a system of education that prepares students for a real world future…whatever continent of our world they may happen to reside in.

Would you like to talk about innovation in education? Want to learn how to both teach and assess creativity in your students? Contact jborden@jeffpresents for more information!

Innovation In Education

What is your favorite, dramatic, uplifting “school” movie?  Is it the one about the young teacher who goes into a group of underprivileged students and shows them how to learn in a way that’s meaningful to them?  Or maybe it’s the movie with the stranger who teaches students to use tools they didn’t know they had like dance, martial arts, or painting to find in-roads to learning.  Ok…so you probably realize that I just gave the basic plot for most every school-based drama in the past 100 years!

(Notice I said drama – while I enjoy the work of Belushi & Farley, those comedies are another blog – probably one about togas.  And movies about school sports don’t qualify this week either.  By the way, what’s the best school sports movie?  If you said Hoosiers, give yourself an A+)

So who is ready to fix education?  I know I am.  Unfortunately, I don’t get to waive my magic wand anytime soon.  But I strongly believe one road to fixing education is along the path of innovation.  Let’s start planting the seeds of creativity and innovation and see what springs up!

A Youth Movement: How many educators have been at it for more than 20 years?  Too many, right?  Whether it’s that high school biology teacher who taught you, your brother, AND your mom or the college professor who has had tenure longer than you’ve had a driver’s license, some teachers have been through enough changes to beat the fight out of anyone!  I’ll be the first to admit that MOST (not all) innovative ideas come out of youth.  You could argue it’s naivety, but often it’s that lack of “understanding” (read: cynicism) that is what propels someone forward down a path of originality. 

It’s hard for me to write this.  I’m not “young” anymore.  I stopped getting looks from teenage girls when I was still a teenager!  But I will admit as a new father, while I love the wisdom and security that comes with being an almost-40 dad, I sure would like a few less aches & pains and a bit more energy.  Our young teachers with ideas based on their RECENT experiences and new theories in educational thinking should be given a shot here.  Teachers who embrace technology, new ways of thinking about assessment, and who connect with students in a paradigm-breaking new way should be allowed to innovate within our educational walls. 

Old Dogs / New Tricks: But innovation isn’t just for the young.  While there may be less creativity and passion for change in seasoned veterans, that doesn’t mean we’re dead!  Some of the most innovative professors I meet are older than I am and loving the “revolution” (that’s what they call it) of technology based education.  They’re the ones who have longitudinal data to suggest ways to bridge major educational concepts like variance, curriculum integration, and collaboration. 

I will point out that much of this innovation can (and should) come from OUTSIDE the education community.  The ideas for new thought and creative process would often be best served by people who haven’t been indoctrinated already.  Disrupting Class is a great example here – some non-academics used business technology and assessment to identify areas of change and need in classrooms.  Brilliant.  Where else could education get a boost?  Imagine how scientists could change science curriculum to be more interesting and more practical?  What about a Chief Operations Officer teaching business process to Freshman?  (Andy…you know you should do this…)  Or what about professional speakers changing how communication is taught in public speaking classes? 

It’s time for a change.  This of course means it’s time to put our money where our mouth is.  Put out the call and have people compete for creative, innovative ideas with the goal being real money, real schools, and real kids.  And by all means don’t blow it with a judging committee of old school educators!  We’re talking about challenging the norms here!  We don’t need anyone with terminal PP (paradigm paralysis) clogging up the works.  While it will be important to monitor closely and I’m certainly not suggesting a blank check with no measures or objectives – but let’s not stop the process before it even starts.  Get a healthy mix of experts, radicals, conservatives, parents, students, and non-educator types to help pick a winner. 

Let’s jump start a new paradigm in teaching.  Can you imagine 1 of these programs per state?  Let’s say that 10% work (although I’d bet on more than that).  Now we have 5 strong models to look at for adoption in other areas.  If we had this contest every year, we’d eventually have a generation of learners having been touched by some form of innovation. 

And now that I have a 2 year old…I want her to get the results of that innovation.  Here’s to a world of change Addie girl.  I hope we can embrace it for you.

Want to hear more about online education?  Interested in real solutions to cheating and plagiarism?  Contact Jeff at jborden@jeffpresents.com for more information!

Online Security

Hi, I’m Dan Burrows.  No, actually I’m Chase Larson.  Ok, in reality I’m Suzy Patrick.  I have been asked a LOT lately about how schools are going to deal with the new Higher Education Act of 2008.  There is a very small paragraph in the 1200 page document that gives schools using the Internet a new directive.  Prove that your students are who they say they are…

Ok, so forget the 27 year old student from a large, prestigious, R-1 institution I met on a plane who told me about how he paid for college by pretending to be rich kids.  He would take the entire semester as that person, turning in work, taking tests, etc.  Only one instructor in 8 years asked for ID which was easy enough to fake – school IDs aren’t Driver’s licenses after all.  And, forget about the statistics that show ALL students (K-20) are cheating in record numbers on tests, papers, etc.  Forget that any on-ground student could have a brother write a paper, a sister take a test, or a friend create a portfolio.  And don’t get me started on twins!!!  (Evil mimeographs…)

How would the Government like schools to do this?  Of course, there will be entrepreneurs who will come to the rescue!  It will cost a boat load of money, but they’ll try to help. 

For example, one company uses credit-based questions for online students.  When you login to the class or a test, the message says, ”You claim to be Jeff Borden.  Jeff Borden lived at one of the following 4 addresses.  Which one?”

Or another company that is using webcam technology to randomly capture images of students in a testing situation.  They compare the instant photos to known photos of the students taken during registration and see if someone else is taking the test.

Of course both of these are easily cheatable for someone who really wants to.  Just sit off camera or have the real person answer the questions as their friend types in the answers…

Another company feels they have it figured out.  They provide a small globe that looks like a mini-disco ball.  It captures finger prints, has a webcam, and a microphone.  If anything unusual happens in the vicinity of the camera, finger prints are asked for, images are taken, and sounds are recorded.  Big Brother 2.0!  (Securexam – the company with the ball – costs the student about $150)

Other companies are using algorithms around student typing or average speed of answer to check for problems. 

Some teachers have tried to figure things out on their own.  A few phone calls throughout the term helps them determine if a person really understands the concepts they claim to.  Checking for patterns with writing styles and skills in math are how some instructors are bridging the gap. 

But ultimately it comes down to this.  People will always cheat.  You can make it as hard as you want, but people will do it.  Remember the group who helped doctoral candidates cheat on the GRE?  Encoded pencils gave answers to the paper based, highly secured test for years before they found out.  (I wonder how my doctor did on his entrance exams…?)

People will always find a way around the rules.  There is a group of people who cheat just for the thrill of cheating!  Others are so pressured from various places they feel it necessary.  And on and on…why people cheat is another blog article. 

I guess I’m trying to say to Congress…take it easy.  Policing is just going to cost a lot of money and make a lot of people who finally have access to education fail.  Let’s look at real answers and solutions, not just knee jerk reactions to fear.  It doesn’t have to be like that!

Ok…soap box #1 out of the way for 2009.  Hope you enjoyed the rant.  See you next week when I tackle the financial rescue package…

Want to hear more about online education?  Interested in real solutions to cheating and plagiarism?  Contact Jeff at jborden@jeffpresents.com for more information!

Politics

You may have read some of my blogs about the RNC and DNC.  The race for the Presidency is a fascinating one this year for so many reasons!  But I have to admit, I’m really hopeful that the media will take their job in this process seriously.  So far, it’s been a bit disappointing.   

Case in point – I heard an interview of Virginia citizens on NPR the other day.  One person said, “I don’t know who I’ll vote for.  I don’t think either guy can fix Washington – the whole system is too corrupt.”  The interviewer responded with a tremendous non-sequitur.  “But you realize this is an historic election!?” 

What?  What does one have to do with the other!?  This guy – this American voter – was expressing his frustration with the political system in the USA and the media wanted to focus on the “hype”.  The interviewer might as well have asked, “So are you going to vote for Sarah Palin because she’s pretty or will you take your lunch to work today?”  Ugh.

So, in the spirit of good communication, here is short a letter to the media around the coverage of the Obama / McCain political race. 

ONE: Please let them talk to us.  Stop worrying about how well Sarah Palin can speak.  Please quit doing the puff pieces on McCain’s military service or Obama’s mother.  It’s time to really talk turkey here!  Let the people hear about their ideas, their decisions, their records, etc.  Let them…no, FORCE them to talk to us about the important things that everyone is worried about.  The economy comes to mind.  I’d like to hear what they plan to do about the lack of financial oversight that got us into this mess as big companies insured ridiculous claims, mortgages, etc.  The war is another important topic.  Oh, how about energy? 

TWO: Please hold their feet to the fire.  If a candidate says something that is untrue or an exaggeration, report it.  Report why you say so.  Give us the facts.  And don’t let them explain their lie by telling the same lie again in a different fashion.  Be responsible to the people, not to a party and not to an ideology.

THREE: Make the debates actual debates.  As a debate coach I know what a real debate is.  We haven’t had one in years when it comes down to senior level politics.  Make them debate real issues against each other and then get out of the way!  Let them duke it out.  And if an audience member’s question isn’t answered, confront them.  Or, if the answer is a lie, confront them.  Come on…this is too important to “play nice” with.

FOUR: Nobody cares about what kind of first lady anyone will be.  If the wife of the President chooses to tackle a social function, that’s great.  But it’s not important yet.  Let these women support their husbands as they see fit, but focus on the two men running for office.  That’s what is important today.  (Besides, if anyone is voiting for a candidate based on their wife, we’re in deeper trouble than anyone imagined…)

FIVE: Do your homework.  Please stop waiting for one side or the other to give you talking points…it’s obvious and it’s annoying!  It seems sometimes that journalists don’t have the same research tools I have in the Internet, etc.  (In fact, shouldn’t you have more than I have???) 

SIX: When it comes time for the actual vote, PLEASE be responsible.  Quit “calling” states for one person or another.  Last time you did that, several thousand people didn’t vote.  Then it turned out there were errors made and those votes could have changed history.  Be responsible about your journalism.  Exit polls don’t work with enough accuracy to consider them valid!!!

Okay, that should do it.  I hope someone in the media reads these suggestions.  (Tom Brokaw – aren’t you facilitating one of the debates?  Man up and do this right!)  Everyone else, it’s time to listen.  It’s time to watch.  It’s time to learn.  Our country and our future is at stake.  Happy voting.

Want someone to talk with your group about persuasive rhetoric?  Need a consultant to help you campaign, argument, or debate?  Contact jborden@jeffpresents.com for more information!