http://www.carnegiefoundation.org/sites/default/files/bryk-gomez_building-nics-education.pdf?utm_source=Ready+News+D3+-+13&utm_campaign=Ready+News&utm_medium=email
"While innovations abound in education, we argue that the field suffers from a lack of purposeful
collective action. Instead, actors work with different theories of the same problem, activities are
siloed, and local solutions remain local."
"In this essay, we focus on an alternative social organization for this activity network: How might
one structure and guide the varied and multiple associated efforts necessary to sustained
collective action toward solving complex improvement problems?"
"Open networks abound in education. In the main, they function as free-floating idea bazaars,
contexts for self-expression, and places to share information. In fact, the current social
organization of educational R&D functions much like an open network. It is characterized by a
multitude of voices lobbying for preferred approaches, but with weak mechanisms for directing
intentional action that cumulates in coherent solutions to complex problems. In this regard,
educational R&D’s inability to orchestrate such improvement is akin to a market failure."
"The terrain for possible innovation is vast and complex. The roadmap organizes the challenges to be confronted in this space in agreed upon ways. It establishes standards for how developments in different domains must fit together, and then sets micro-targets, domain by domain. In these ways the roadmap helps to coordinate he activity so that different innovations in hardware and software can be expected to interoperate at designated times in the future. In the industry’s view, road mapping is a “practicalapproach to deal with the complex process of technological innovation” (Schaller 2004:13). In essence, the roadmap reshapes accountability relationships that go beyond the confines of an individual firm or laboratory (Schaller 2004). Participants, both individuals and firms, are not autonomous actors operating within a disconnected marketplace. Rather, they form a densely connected network of peers who share a focused interest in common regions of the roadmap."
Absent a working theory of the whole, interventions fail because of externalities not considered (also known as implementation failures), even though these are often predictable. For example, curriculum
interventions often fail because of inadequate professional development. At base here is a natural human tendency to grasp for promising solutions or best practices without fully understanding how such solutions must be integrated with other solutions and pre-existing organizational conditions.
(21st Century Digital Learning Environments Process - Similar to Roadmap & Driver Diagram presented by Carnegie - our graphics designed to aid this process)
Roadmap
Driver Diagram
"While innovations abound in education, we argue that the field suffers from a lack of purposeful
collective action. Instead, actors work with different theories of the same problem, activities are
siloed, and local solutions remain local."
"In this essay, we focus on an alternative social organization for this activity network: How might
one structure and guide the varied and multiple associated efforts necessary to sustained
collective action toward solving complex improvement problems?"
"Open networks abound in education. In the main, they function as free-floating idea bazaars,
contexts for self-expression, and places to share information. In fact, the current social
organization of educational R&D functions much like an open network. It is characterized by a
multitude of voices lobbying for preferred approaches, but with weak mechanisms for directing
intentional action that cumulates in coherent solutions to complex problems. In this regard,
educational R&D’s inability to orchestrate such improvement is akin to a market failure."
"The terrain for possible innovation is vast and complex. The roadmap organizes the challenges to be confronted in this space in agreed upon ways. It establishes standards for how developments in different domains must fit together, and then sets micro-targets, domain by domain. In these ways the roadmap helps to coordinate he activity so that different innovations in hardware and software can be expected to interoperate at designated times in the future. In the industry’s view, road mapping is a “practicalapproach to deal with the complex process of technological innovation” (Schaller 2004:13). In essence, the roadmap reshapes accountability relationships that go beyond the confines of an individual firm or laboratory (Schaller 2004). Participants, both individuals and firms, are not autonomous actors operating within a disconnected marketplace. Rather, they form a densely connected network of peers who share a focused interest in common regions of the roadmap."
Absent a working theory of the whole, interventions fail because of externalities not considered (also known as implementation failures), even though these are often predictable. For example, curriculum
interventions often fail because of inadequate professional development. At base here is a natural human tendency to grasp for promising solutions or best practices without fully understanding how such solutions must be integrated with other solutions and pre-existing organizational conditions.
(21st Century Digital Learning Environments Process - Similar to Roadmap & Driver Diagram presented by Carnegie - our graphics designed to aid this process)
Roadmap
Driver Diagram
"In general, a driver diagram has three key elements: targets, primary drivers, and secondarydrivers. The target is one of the community’s agreed upon outcomes from the program improvement map. The primary drivers are the major causal explanations hypothesized to produce currently observed results. Secondary drivers, in contrast, are interventions in the system aimed at advancing improvement toward targets."
***** "In principle, each cycle propels some bit of local learning. When parallel development activities occur in different sites at the same time, a network can learn from the ensemble of these experiences."
******* "This practice of learning through doing enlivens the mantra of continuous improvement that deficits are a treasure. Each process failure provides an opportunity to learn and to improve both locally and network wide."
******** "Applied research in education today has become hyper-concerned with the internal validity of the individual field trial. Treatises on modern causal inference place primacy on the word cause while largely ignoring concerns about the applicability of findings to varied people, places and circumstances. In contrast, improvement research must take this on as a central concern if its goal is useable knowledge to inform broad scale change. This consideration has important implications."
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