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Triple Loop Education: Policy, Transformation, Intelligence - Digital 2020, Immersion Learning

Global Innovation data continues to draw attention to the relationship between education-inertia, industry-sophistication, knowledge creation (as related to education) and international Innovation placings. Consequently, New Zealand has continued its decline to now 25nd in the world [2019].


With significant change to the education system looming:

“A variety of policies are continuing to emerge that seem directed at taking control of education away from teachers and teacher educators, and eliminating - under efficiency [and equity] arguments – the very mechanisms that can help teachers to effectively increase education quality the professional character of teaching with all that it brings, such as a deeper knowledge of the subjects they will teach.” (Tatto, 2007)


As international data continues to emphasise, the importance of change (or total transformation) ought to enable new models of education which focus on educations systems that relate to or improve the talent development supply. Unsurprisingly, calls for change argue for the empowerment and incentivisation of education, with new performance drivers, to support the adoption of STEM, Cross-Curricula, Immersive and Interdisciplinary learning programmes. These are indeed powerful transformative education models which seed in talent and a regenerative approach to innovation development.


Triple Loop, with a roadmap towards AI, is a proven vehicle for this. However, adopting Triple Loop requires a both a shift from ideological-policy-design, which creates inequity, erodes quality and of, also, the structural drivers that reinforce single-loop or traditional education constraints (that commonly exist).

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For Boards, Principals, Leaders, Communities, Parents and Educators to understand the actual opportunity for trans-formative policy, Digital 2020, STEM, Cross-Curricula and Interdisciplinary learning, understanding Single-loop is step 1 necessary.


Single-loop learning is post-learning assessment or “traditional” education. Kids often sit in rows. The teacher stands at the front talking, “chalking” up notes and or putting up slides.

Single-loop education relates to programmes being designed, translating into course, then lesson plans, students being “engaged” (often through mass-delivery means), tests-created and or sat, “marking done” and feedback provided. However, at all stages, resembling a water-fall model, lag exists. No measurement of performance or quality (or anything) occurs until the “test” has been marked. Also in lag of learning events, Post-learning-assessment data, predominantly, is then used to form a performance comparative between each year.

The challenge is, these are entrenched systems and self-reinforcing. Accordingly, the misnomer that exists, which triple-loop addresses, is in driving policy and programme design based on comparing year vs. year results.

There is no research, performance-based and or statistical validity to such comparisons because, each year, the:

  • Students are different.

  • courses are different.

  • topics are different.

  • materials or content, can be different.

  • technologies are different.

  • class sizes are different.

  • performance “level” may or is often different.

  • Technology used, may also be different teachers, are often different.

Single loop education has remained the same blunt instrument from it's 500bc origins. Literacy issues remain undetected. Reading issues remain undiscovered. Cognitive development, critical thinking sophistication, engagement and motivational factors remain completely unknown. The truth in schools reporting a students development to parents is "Sorry, but there is no real evidence or data to support their real development, motivation and engagement". And, "as the tests have gone on and teaching programme moved on, nothing substantial can be done to retrospectively recover that learning situation

Where nothing can be done to improve the quality of teaching and learning for talent development, a further misnomer has massive implications given the capability of nations are built upon the quality of education to create and meet talent development needs.

In education terms, because of the assessment-centred-paradigm and basic variables being used (wrongly), this pervasive symptom of strategic drift results in the external environment, within which kids are being prepared for, not being considered in any education design.


As basic levels of learning are applied in mass delivery to churn out results which are, in ever decreasing quality levels, are marketed as successful outcomes, the model prohibits STEM, Cross-curricula, Immersive and Interdisciplinary learning taking shape in traditional models (other than as rhetoric).


Consequently, the gap between industry and education widens to a point where the skill and talent shortages to a point of crisis where other nations leap frog others in innovation, competitiveness, creativity and many layers of diffusion. Indeed, the with world data including:


  • 44th (in the world) Expenditure on education (% of GDP)59th Pupil-Teacher ratios; secondary (2.89 hours per year per student, of 1:1 time (if at all).

  • 14th Pisa rankings

  • 61st In Graduates in science / engineering

  • 70th Creative Good Export.55th Knowledge Impact including 94th in world for growth rate per person engaged in knowledge development.

  • 81st Knowledge diffusion, which includes 74th ICT Exports, 62nd High-Tech exports; a reflection of knowledge creation, innovation and the talent required to drive eco-system development.

In agility terms, as, often funding models and leadership incentives preserve a roll-count model, only large deviations to past-year events deserve attention. The implications of this means STEM, Cross-curricula, Immersive and interdisciplinary learning become only marketing positions (to develop roll) as the teaching and learning opportunities to develop these initiatives are further compromised by a performance driver, for fact-based learning, (that reinforces status quo).


Traditional multi-period timetables (a symbol of the Victorian Revolution), practice, pedagogy, structures and assessment remain(s) (or returns to) the default setting as the performance drivers, change requirements and or quality of education (necessary for STEM, Cross Curricula, Immersive and Interdisciplinary Learning), remains undetectable. Indeed, traditional multi-period timetables demonstrate any attempts to STEM, Digital 2020, Cross-Curricula and or Immersive/Inter Disciplinary Learning to be rhetoric as these models are compatible. One cannot realistically expect a leaner to absorb content, engage and deliver a project with 2.89hours (at best) educator time per year - assuming the teacher stops talking at the front of a class.


When this occurs, the common response is to adopt various digital simplification tools, gamification and or deploy BYOD or low-grade-technology (all are symbols of digital substitution applied on single-loop learning models).

As success, in education terms, largely remains about celebrating volumes of ever decreasing quality thresholds, political and education “transformation” schemes focus on “assessment” change.


Triple - Loop

Triple loop is a system of education that resolve this.


From a talent development perspective, Triple Loop education is both new-policy, a change vehicle, technology-arguement and a new education-delivery model for Cross-Curricula, STEM, Immersive and or integrated subject transformations in education. In this regard, Triple Loop fundamentally differentiates itself from project-learning based learning, “self-responsible” learning, blended and other for forms of schemes which are often overlaid upon “single-loop” systems. Triple loop education strategy, and methodologies, are the breakthrough towards delivering genuine equity through value based education. Triple Loop education is the model that realises the value of Cross-Curricula, STEM and or integrated subject transformations in education.


From a quality, feasibility and measurement perspective, Triple-loop streamlines nostalgic education through software driven digital strategy and performance insights; tailoring content provision and feedback for learners, benefiting 1:1 intervention with centralised learning insights and digital-work, automation of real-time reporting, assessment and moderation for educators and administrators.


Triple-loop differentiates by bringing together the “plan”, correct-and tuned engagement method and assessment, in one function. In this paradigm, students ideate, design, plan, deliver, evaluate and present (to a large industry audience) real world end-to-end software or Innovation project (regardless of school year level) which justifies collaboration tools, automation and intelligence platforms. This is where Azure, Office 365 and Windows 10 environments differentiate between transformation towards Triple Loop vs. substitution and simplification of single-loop status quo.


STEM, Cross-Curricula, Immersion and or Inter-disciplinary learning rely upon the performance driver being raised from fact-based learning to sophisticated levels of cognitive development.

The pursuit of “grades” is subsumed into the pursuit of the real-output generated by the learner, providing not only credentials, but portfolios of proven work experience – creating valuable currency for new market entrants.


Triple Loop gives validity and measurability, therefore, to investments (and the effectiveness thereof) in modern-learning environments which are configured practically to enable higher-order learning and also with change of structures to create sufficient time (modern “timetables) for measurable applied learning to occur. This enables modern 1:1 pedagogy to power Systems, design and critical thinking as key vehicles for bringing to life STEM, Cross-Curricula, Immersion and or Inter-disciplinary learning.


In this paradigm, students develop real world traits and thinking through immersive methodologies which tap into the creative potential of all students, turning them into confident, aspirational, winners while creating institutions that become known for increasing employability outcomes and redefining community prospects. With digital platforms, students gain deep expertise and insight, in and out of the classroom, so they can advance, think differently and address skill needs, in agile learning. With Azure, 365 and a highly integrated enablers, tailing content, assessment and feedback, to students, in real-time, intrinsic & extrinsic motivators are enhanced (with the immediacy of feedback). These are vital attributes for STEM, Cross-Curricula, Immersion and or Inter-disciplinary learning; and the transformations required for Triple-loop.


Integral to this, confidence with change and or technology transformation validates policy more quickly (or counter-anticipatory) as these enablers mean redeploying wasted funds to enable schools to change posture towards regional development, grow, innovate, differentiate and adopt digital by shifting education priorities back to learners. Examples of the advantages of Triple-Loop include


  • Erosion of admin, justifying 365, Azure and tools.Automation of student work management and compliance processes

  • Proven staff empowerment - adopt digital without fear or change-anxiety.

  • Deploy new courses (aligned to cross-curricula, integrated and or STEM drivers), content, course objectives, projects – instant accessibility.

  • Provide instant feedback via real-time assessment.Intervene, in real-time, to learning obstacles direct to live work and or skill-need development.

  • Increase course offerings with streamlined and or multi-school digital moderation.

  • Quantified pedagogical performance and lesson quality management

  • Tailored approaches enable schools to transform strategy, staff “PD”, pedagogy, programme design, justify better technology choices and utilise digital technologies to shift 1:1 student learning into interdisciplinary learning.


More broadly, key policy and education-change enablers, therefore, when schools promote STEM, Cross-curricula integration and or immersive learning, these technologies enable schools to demonstrable shift, new and operate new:

  • School strategy & change

  • Digital strategyCurriculum, delivery & assessment

  • Student experiences

  • Pedagogy & Staff professional outcomes

  • Evidence based, better, technology choices (abandoning race-to-bottom substitutions)


This means empowering institutions, not establishing policy that erodes quality.


Triple-loop learning, therefore, involves transformation not just of policy, programmes, systems and technology, but of behaviours. This is from nostalgic-entrenchment to growth-mindset or emergent thinking - to form new education principles. Ideology falls by the wayside and no longer is able to implicate. Triple Loop, therefore, steps beyond insight and patterns to forming context. The result creates a mindset shift in enabling participants to understand context, interactions and or how parts of change play-out. As a result of immediate intel, leaders are able to expedite new behaviours based on new ways of learning - quickly and with confidence. This practice constantly challenges policy makers, leaders/educators to work together, to understand how problems and solutions are related.


Thus, the relationship between dynamic-organisational structure(s), behavior and states of change are important, yet fundamentally altered because multiple organizations can or do work together with purpose - giving shared or renewed validity to Community of Learning models; forming eco-systems that address all factors for regional and international Innovation benefit.


For education, this closes the chapter on hierarchical and incremental strategy – and renders invalid old power-cell regional control models; that dominated the 20th Century - in favour of "learning-organisation" strategy. This results in, and referencing AI here, a front-line approach to enhancing ways to comprehend and change purpose, developing better responses to disruption and or emergent opportunity.


Accordingly, "if" the focus of new education policy or transformation is truly about equity, talent development and broader Innovation value, shifting education to Triple-Loop education is the foundation of new and measurable policy. When considering of the $ 14.1bn invested in education only 0.7% equates to the engaged state of learners in a fact-based remembering, single-loop, model, at a policy and or leadership level, Triple Loop justifies Azure and Office 365 (real-time performance for new education) to enable STEM, Cross-Curricula, Integrated and Interdisciplinary learning. This is because these modes of education enable policy to reflect and adjust to developing Creativity, People Management, Project Management, Collaboration, Emotional Intelligence, Judgement, Decision Making, Value and service thinking, negotiation and cognitive agility in all  learners.


Thus, as these are the crucial traits or skills required in a disruptive world, Triple loop enables this to occur:


The school processes should promote social equality, so that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and come into living contact with a broader environment (Dewey, 1916, p. 20).

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