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Educational Informatics and Systemic Change
Anthony Chow, Ph.D.The University of North Carolina at
Greensboro
AECT 2010, Anaheim, CA 2
OverviewWhat is systemic change and educational
informatics?The Systemic Educational Informatics (SEI)
modelSEI and the Central Educational CenterFuture ResearchThe ideal vision: students thinking Mega
success?
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Systemic Change and Educational InformaticsAn appropriate analogy – medical informatics
of a hospital patient: seven variables measured at all times:
Heart Rate
EKG
Blood Pressure
Respiratory Quality
Respiratory Rate
Oxygen Saturation
Body Temperature
Stable System
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• Use of information and technology system to ensure a stable system is in place.• Variables comprising stable vitals are identified and measured.
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Systemic Change and Educational InformaticsAn appropriate analogy – medical informatics
of a hospital patient: seven variables measured at all times:
Heart Rate
EKG
Blood Pressure
Respiratory Quality
Respiratory Rate
Oxygen Saturation
Body Temperature
Stable System
Informatics is:
• Information computing and technology, and
• Information management (Kling & Hara, 2009)
• Applied to EDUCATION and you have the field of Educational Informatics
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EI is defined as:“the study of the application of digital
technologies and techniques to the use and communication of information in learning and education” (Levy, Ford, Foster, et al., 2003, pg. 299).
Systemic Educational Informatics (SEI) ModelTheoretical model outlining process for
applying educational informatics concept to systemic change efforts.
Educational Informatics (2)
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SEI Model
Primary tenetsAutomatedCollected and analyzed in management reportsInforms organizational performance and
management decisionsMacro and Micro (Mega if possible)
Measu
rab
le EndsId
en
tifi
ed Metri
cs
Tech
nolo
gy
&
Data
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SEI and Harless’ Vision & Systemic ChangeApplication of performance technology ABCD
model to public educationNeeds-based education derived from systems
ADDIE processProblem with education is the WHAT not the HOW
Existing curriculum not needs-based as defined by either : Tangible accomplishments Stakeholders Students’ knowledge, skills, and abilities
Started a charter school in 2000 – the Central Educational Center
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SEI Model and CECMacro
Stakeholder Engagement
Outreach &
Awareness
Economic Impact
Student Participatio
n
MicroSoft skills
Educational Accountabili
ty
Student Measures
Work- based learning
Dual Enrollment
Post High School
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SEI Model and CEC
Macro
Stakeholder Engagement
Outreach &
Awareness
Economic Impact
Student Participatio
n
Micro
Soft skills
Educational Accountabili
ty
Student Measures
Work- based learning
Dual Enrollment
Post High School
Metric: Engagement level of primary stakeholdersData: Engagement scale, CEO rating.
Metric:. Students CEC impactsData: % district students that take a course
Metric: stakeholders who are aware of schoolData: Annual awareness survey
Metric: ROI of CECData: decrease in drop-out rate
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SEI Model and CEC
Macro
Micro
Soft skills
Educational Accountability
Student Measures
Work- based learning
Dual Enrollment
Post High School
Metric: Work ethic gradeData: Cumulative grades earned
Metric: Traditional measuresData: Individual and school level grades, test scores, graduation rates.
Metric: total numbers, % change over timeData: attendance, tardiness
Metric: Numbers and placementsData: students and employer participants
Metric: total numbers, % change over timeData: certificates earned, participants
Metric: Progress and preparednessData: Survey data
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SEI Model and CECMacro
Stakeholder Engagement
Outreach &
Awareness
Economic Impact
Student Participatio
n
MicroSoft skills
Educational Accountabili
ty
Student Measures
Work- based learning
Dual Enrollment
Post High School • Is systemic change
taking place?• Is there a paradigm shift?
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SEI Model and CECMacro
Stakeholder Engagement
Outreach &
Awareness
Economic Impact
Student Participatio
n
MicroSoft skills
Educational Accountabili
ty
Student Measures
Work- based learning
Dual Enrollment
Post High School • Data is collected
and reported automatically• Issue identified• Affirmative, timely action taken• Research shows 50-75% of those who drop out are not engaged by the curriculum.
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Future ResearchPhase 1 – Year 1: Implement at CEC this
2010-2011 academic yearPhase 2 – Year 2: Generalize to 15 career
academies
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SEI and Systemic Change
Macro
Stakeholder Engagement
Outreach &
Awareness
Economic Impact
Student Participatio
n Micro
Soft skills
Educational Accountabili
ty
Student Measures
Work- based learning
Dual Enrollment
Post High School
Mega
Mega students for Mega planning?
• Society and the environment• “Doing good while doing well.” (Kaufman, 2000)
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Thank You!Q & AAnthony Chow
[email protected] anthonyschow.wordpress.com (slides)Book: Systems Thinking and 21st Century
Education
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