from Wrench in the Gears
November 19, 2016
This is the third installment in a series on learning ecosystems. For more information see these related posts: “Future Ready” schools
and digital badges
A key tenet of Ed Reform 2.0 is “anytime any place learning.” Detaching education from the normal school day and physical school buildings will permit the transfer of face-to-face classroom instruction to digital platforms. Once implemented, these systems of “personalized learning” will efficiently extract children’s data so their futures can be channeled through black box algorithms, while significantly reducing staff costs since online instructors can theoretically “teach” thousands of children at a time. If reformers were up front about it, “Future Ready Schools”
would be a much harder sell. And since they are nothing if not expert at framing their issues, my belief is that they intend to use Extended/Expanded Learning Opportunities (ELOs)
as cover for this planned cyber takeover. Most Americans would never willingly trade neighborhood schools for a chrome book education, but reformers will sell the public on project-based learning in communities while minimizing the central role devices are intended to play. Out-of-School-Time (OST) learning will be presented as a welcome relief, an antidote even, to the harm wrought by No Child Left Behind. It’s all part of the plan, so please don’t be fooled.
ELOs are learning experiences that by definition happen OUTSIDE the classroom.
This makes them a perfect foil for digital learning. These learning opportunities, pitched as experiential and hands-on, will readily capture the imaginations of students and parents who have been steamrolled by the test-and-punish system. In selling the 21st Century “redesigned” ecosystem version of education, reformers will play up exciting partnership programs like robotics, filmmaking, and CTE apprenticeships. There will be allusions to educational technology, its importance for 21st century work force skills, but the extent to which this new version of public education relies on adaptive, data-mined modules will be downplayed.
ELOs are vastly different from school-community partnerships of the past. We’re not talking about an organization working closely with a teacher or group of teachers and their classes on a unit of instruction- planning field trips, research opportunities, projects and presentations. This is not about collaboration, organizations coming INTO schools to do their work. No. ELOs are about sending students OUTSIDE schools, individually, to earn credit towards graduation by demonstrating competencies tied to set national standards. While a teacher may work with a student to develop an ELO plan and monitor their progress, they have no instructional role in the process. They are essentially case managers handling the paperwork.
The Afterschool Corporation
(TASC) is an ELO proponent. George Soros founded TASC in 1998 with funding from the Open Society Foundations. In 2012 TASC prepared a policy brief entitled “Learn Anytime, Anywhere: Rethinking How Students Earn Credit Beyond School Hours.”
The document outlines strategies states can employ to expand opportunities for students to earn credit in alternative settings. Among those recommendations are: