Vision and Action: Two Sides of the Coin for Systemic Change in Educational Systems
- PDF / 454,227 Bytes
- 10 Pages / 595.276 x 790.866 pts Page_size
- 110 Downloads / 162 Views
ORIGINAL PAPER
Vision and Action: Two Sides of the Coin for Systemic Change in Educational Systems Charles M. Reigeluth 1
&
Jennifer R. Karnopp 2
Published online: 24 August 2020 # Association for Educational Communications & Technology 2020
Abstract Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: 1) the change process (action) may never reach full implementation of the new system, and 2) the new system (vision) may not be well designed. This paper describes Reigeluth and Karnopp’s (2020) compilation of a growing body of research-based knowledge about systemic change in education that includes both sides of the coin: 1) the vision, for which they describe 25 principles organized into six core ideas, and 2) the action by which the vision is created and implemented. The action knowledge base includes guidance about values, principles, and both sequential and continuous activities. The sequential activities are different for a school district than for an independent school. We define "independent school" as one that is not part of a district or other organization but may be a public school. Keywords Collaborative learning . Competency-based education . Organizational structures . Personalized learning . Project-based learning . Self-directed learning . Student choice . Systemic change process . Paradigm change process
Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: 1) the change process (action) may never reach full implementation of the new system, and 2) the new system (vision) may not be well designed. Therefore, a body of knowledge about systemic change in education must address both sides of the coin: 1) the vision and 2) the action by which the vision is created and implemented. This paper describes the current state of knowledge regarding these two parts of a body of knowledge about systemic change in education, based on an extensive review by Reigeluth and Karnopp (2020).
* Charles M. Reigeluth [email protected] Jennifer R. Karnopp [email protected] 1
Indiana University, 3750 E Villa Glen Ct, Bloomington, IN 47401, USA
2
Indiana University, 1907 S Sussex Dr, Bloomington, IN 47401, USA
The Vision Reigeluth and Karnopp (2020) identified 25 principles for the design of the personalized, competency-based, learner-centered paradigm of education for preK-12 schools, though most of the principles apply in highereducation and corporate settings as well. These principles were derived from (1) an extensive review of the literature about the educational needs and tools of a digital, postindustrial society, (2) studies of schools that have transformed to the new paradigm, and (3) the experience of the authors in founding and leading such a school (Karnopp) and transforming existing schools (Reigeluth). The pri
Data Loading...
