PROCEDE 2014- Institutional memory
- 1. INSTITUTIONAL MEMORY Charbel Mourad, Lester B. Pearson School Board Tami Belhadj, Sir Wilfred Laurier School Board
- 2. Framework Proposal Institutional Memory Knowledge Management Results Based Management in Quebec Education Recommendations Education Analytics Pathbrite BrightBytes 2
- 3. 3 Introduction -Why institutional memory? 1. Personal interest in the notion of accountability in the public sector. 2. Experience working with the TBS of Canada. 3. Observations within the Quebec educational sector. 4. Current financial compressions.
- 4. Proposal 4 • Given the current formal reporting structure a school board’s institutional memory only reflects part of what the school board does.
- 5. Institutional Memory • Institutional memory is the preservation of data and/or actions taken by an organization. Institutional memory can contribute to effective decision making and is understood as one component of knowledge management. 1. Isn’t IM another form of a success story culture? • Multifaceted 2. Isn’t IM another cliché for best practices? • Honest 3. Isn’t IM another repository of data? • Complete 5
- 6. Importance of Institutional Memory 1. Great minds think alike. 2. Sometimes we reinvent the wheel and that is costly. 3. School Boards use public funds. 4. Student success can be better documented and enhanced. 6
- 7. Knowledge Management 7 • Knowledge management is the process of capturing, developing, sharing and effectively using organizational knowledge. Attendance chart Mon Tue Wed Thurs Fri Week 1 0 0 2 0 0 Week 2 0 1 2 0 0 Week 3 0 0 1 0 1 Week 4 0 0 1 0 1 Week 5 0 0 1 0 0
- 8. Knowledge Management Data Analysis Strategic planning Institutional Memory Reporting 8
- 9. RBM in Quebec Education MELS Strategic Plan School Board Strategic Plan 9 Management and Educational Success Agreement
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- 11. Five Ministry of Education Goals 1. Increase the qualification and graduation rates. 2. Improve English and French language skills. 3. Ensure success and perseverance for students with handicaps and/or learning difficulties. 4. Improve healthy living and safety in schools. 5. Increase the number of students under the age of 20 in vocational training paths. 11
- 12. Institutional Memory –Work in progress 1. Within this context institutional memory is a by product. 2. What happens to actions not captured within the formal reporting structure? 3. What gets measured gets done and recorded and that which is not measured we might not hear about. 4. We are witnessing trends towards more qualitative information gathering and recording such as the high school survey of student engagement (HESSSE). 5. Harvard University and McGill University 6. Institute for the study of knowledge management in education (ISKME) 12
- 13. Five recommendations 1. In addition to the current official reporting structure and focus, we need to widen our focus to include more qualitative data – student engagement surveys and student driven portfolios. 2. Work with a mixed bag of indicators – a case in point is Casey Reason’s example of how a school that acknowledges each student five times a day increased it’s students success rate. 3. Build an explicit strategy. 4. Use technology to create a process to capture and curate institutional memory. 13
- 14. Flip Chart Activity Instructions 1. Please get into two teams by splitting the room into two teams the “right” and “left” teams. 2. Can the “right” team to please record on the flip chart what currently gets measured in education in Quebec? 3. Can the “left” team to please record on the flip chart what other things should get measured in education in Quebec? 4. Regroup and please ask both teams to share their responses. 14
- 15. “ We give importance to what is easily measurable when we should be finding easier ways of measuring what is really important.” Gervais Sirois quoted by Marc Andre Lalande 15
- 16. What is Learning Analytics? Youtube : Steve Schoettler, "Learning Analytics" 16
- 17. Educational Pathways Pre-Work W.O.T.P. 17
- 18. 2014 SRAM data SWLSB 250 200 100 50 0 150 181 183 184 185 186 187 189 190 301 303 401 403 18 Total Number of Students Students NOT accepted
- 20. Education analytics Type of Analytics Level or Object of Analysis Who 20 Benefits? Learning Analytics Educational Data Mining Course-level: social networks, conceptual development, discourse analysis, “intelligent curriculum” Learners, faculty Departmental: predictive modeling, patterns of success/failure Learners, faculty Academic Analytics Institutional: learner profiles, performance of academics, knowledge flow Administrators, funders, marketing Regional (state/provincial): comparisons between systems Funders, administrators National and International National governments, education authorities
- 22. Collect - select - reflect 22
- 25. BrightBytes 25
- 26. Q&A 26