I spent some time today watching video from a May 7, 2018 special meeting of the San Jose City Council about education and digital literacy. San Jose is a City of LRNG, as is Philadelphia where I live. I pulled a five minute clip describing a new program of online playlist curriculum and workforce-aligned learning opportunities associated with digital badges.
We have a similar initiative called Digital On Ramps. It is linked to the summer youth jobs program, WorkReady. Children as young as fourteen are encouraged to go online and set up LRNG accounts to document their work experiences in exchange for a change to win a gift card or iPad mini.
Recently the LRNG badge options have expanded to include activities related to establishing and enhancing LinkedIn accounts. Microsoft purchased LinkedIn in December 2016. A growing number of states are beginning to shift to an apprenticeship model of education that will direct large numbers of high school students directly into workforce-training. States like Colorado and Arizona are piloting these programs, which are touted for their cost savings and capacity to generate a pool of human capital tailored to the real-time needs of corporate interests. Seattle Education provides an informative overview in a recent piece “Kids welcome to the machine” about the appointment of Suzi LeVine to the state of Washington’s Employment Security Department. Normalizing use of skills-based badges that students acquire “anytime, anywhere” rather than traditional credentials like report cards and diplomas are an important element in facilitating this transition to “lifelong learning.”
Below are excerpts from two pieces I’ve written about badges. The first is from October 2016: Trade you a backpack of badges for a caring teacher and well-resourced school.
“The reformers needed to get data-driven, standards-based education firmly in place before spotlighting their K12 badge campaign. Low-key preparations have been in the works for some time. In 2011, Mozilla announced its intention to create an Open Badges standard that could be used to verify, issue, and display badges earned via online instructional sites. The MacArthur Foundation and HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory) supported this effort. In 2013 a citywide badging pilot known as “The Summer of Learning” was launched in Chicago. 2013 was also the year that the Clinton Global Initiative joined the badge bandwagon. They have since agreed to incorporate badges into their operations and work to bring them to scale globally as part of the Reconnect Learning collaborative.
Other partners in the “Reconnect Learning” badging program include: The Afterschool Alliance, Badge Alliance, Blackboard, Digital Promise, EdX, ETS, Hive Learning Networks, Pearson, Professional Examination Service and Council for Aid to Education, and Workforce.IO.
The Chicago Summer of Learning program expanded nationally and has since evolved into LRNG Cities, a program of the MacArthur Foundation. According to their website: “LRNG Cities combine in-school, out-of-school, employer-based and online learning experiences into a seamless network that is open and inviting to all youth. LRNG Cities connect youth to learning opportunities in schools, museums, libraries, and businesses, as well as online.”
In some ways such a system may sound wonderful and exciting. But I think we need to ask ourselves if we shift K12 funding (public, philanthropic, or social impact investing) outside school buildings, and if we allow digital badges to replace age-based grade cohorts, report cards, and diplomas, what are we giving up? Is this shiny, new promise worth the trade off? Many schools are shadows of their former selves. They are on life support. It is very likely that expanding the role of community partners and cyber education platforms via badging will put the final nail in the coffin of neighborhood schools.” Continued here.
The second is from July 2017: Will Smart Cities Lead to Surveilled Education and Social Control?
“Philadelphia has been on the Smart Cities’ bandwagon since 2011 when it teamed up with IBM to develop Digital On Ramps, a supposedly “ground breaking” human capital management program. As part of this initiative Philadelphia Academies, led at the time by Lisa Nutter (wife of Democrats for Education Reform former mayor Michael Nutter), developed a system of badges for youth that promoted workforce-aligned “anywhere, any time learning.” You can view a 2012 HASTAC conference presentation on the program starting at timestamp 50:00 of this video. Lisa Nutter now works as an advisor to Sidecar Social Finance, an impact investment firm, and Michael Nutter is, among other things, a senior fellow with Bloomberg’s What Works Cities. This relationship map shows some of the interests surrounding the Digital On Ramps program. Use this link for an interactive version.
Digital On Ramps has since combined with Collective Shift’s initiative City of LRNG operating with support from the MacArthur Foundation. Besides Philadelphia, ten other Cities of LRNG are spread across the country: Chicago, Columbus, Detroit, Kansas City, Orlando, San Diego, San Jose, Sacramento, Washington, DC and Springfield, OH. The premise is the “city is your classroom” where students “learn” through playlists of curated activities that are monitored via phone-based apps. Many of these cities are also “smart” cities.
The Philadelphia program is presently housed at Drexel University, an institution that is involved in education technology research and development, that is a partner in Philadelphia’s Promise Zone initiative(education is a major component), and whose president John Fry served a term on the board of the Philadelphia School Partnership, the city’s ed-reform engine. Drexel’s graduate school of education is currently the lead on an unrelated NSF-funded STEM educational app and badging program being piloted with Philadelphia teachers in the Mantua neighborhood within the Promise Zone. It is touted as “an immersive, mentor-guided biodiversity field experience and career awareness program.”
In April 2017, Drexel’s School of Education hosted a lecture by DePaul University’s Dr. Nichole Pinkard entitled “Educational Technologies in a Time of Change in Urban Communities,” in which the MacArthur-funded 2013 Chicago Summer of Learning pilot was discussed. In this clip from the Q&A that followed the lecture, an audience member raised concerns about credit-bearing out-of-school time learning in the ecosystem model.
The 2011 IBM summary report for Digital On Ramps noted that among the four top priority recommendations was the creation of a “federated” view of the citizen in the cloud.” Of course, 2011 predates developments like Sesame Credit, but looking at it now I can’t help but conjure up an image of the “federated citizen in the cloud” as portrayed in Black Mirror’s dystopian Nosedive episode.
Digital On-Ramps appears to be a prototype for a career pathway, decentralized learning ecosystem model for public education. As the task-rabbit, gig economy becomes more entrenched with freelancers competing for the chance to provide precarious work at the lowest rate (see this short clip from Institute for the Future’s video about Education and Blockchain), what will it mean to reduce education to a series of ephemeral micro-credentials?
And what dangers are there in adding behavioral competencies from predictive HR gaming platforms like Knackinto the mix? Tech and human capital management interests are counting on the fact that people are intrigued by new apps. We’re predisposed to seek out pleasurable entertainment. Gamification is both appealing and distracting, consequently few people contemplate the downside right away, if ever.” Continued here.