AI Integration Framework

Their AI Integration Framework breaks the progression of adoption into three distinct stages, investigating, implementing and innovation. 

Progression Stages:

• Investigating involves initial exploration and understanding, with limited AI applications.
• Implementing sees schools actively integrating AI, with a focus on ethical considerations, targeted learning activities, and foundational AI infrastructure.
• Innovating signifies a mature AI adoption, with advanced applications, comprehensive policies, and holistic assessments using AI. The innovating column also emphasizes how AI can support bolstering student ownership.

The framework then applies these stages across a variety of fields: Leadership & Vision, Policy Considerations, Instructional Framework, Learning Assessments, Professional Learning, Student Use of AI, Business & Technology Operations, and Outreach. Each is a great opportunity for innovating in new ways. 

Planning Guide for AI

Supplementing the framework, they have released a planning guide for AI which starts off with four distinct directives for school leaders to responsibly engage with AI: engage in planning, make it local, dedicate a team and address potential concerns. Throughout, they make the case for using AI as an augmentation tool, not a replacement tool, and suggest that it can support “uniquely human tasks,” “promoting student agency” and developing “new learning models.” We also appreciate the call for helping students to both understand and utilize the technology. Each section is then followed by a suite of potential risks of adoption and integration, which seeks to anticipate some of the potential pitfalls and roadblocks of the coming transition. 

Additionally, the team has announced a series of workshops, courses and trainings to support school leaders in their adoption, their understanding and their ability to form their own strategies for embracing the new learning landscape.

All of these contributions add to the great information emerging from orgs like TeachAI and AI for Education.

A Statewide Culture of Innovation

This is not the first time Michigan Virtual has led the charge toward innovation. For 25 years, the statewide virtual school has partnered with school districts. They sponsored The Future of Learning Council (FLC), a cohort of 40 unique school districts and learning organizations.

“The Council members are thought leaders who represent a powerful ‘coalition of the willing’ who embrace change and recognize the value of flexible, personalized, and competency-based learning systems that are high-touch and high-tech. We are excited to provide the administrative backbone and meeting facilities to support the Council’s functions,” said Jamey Fitzpatrick, President of Michigan Virtual.

For more on the transformational change happening in Michigan:

The post One State’s Approach to AI Integration and Rapid Reskilling appeared first on Getting Smart.

When I was younger, I didn’t entirely know what I wanted to do. I often spent time playing school because I really enjoyed learning. I also loved animals and thought that maybe I might choose a career that involved working with animals. Helping others is something that I learned from my parents and I always sought opportunities where I could help others in any way that I could. 

What led you to the world of education and how long have you been in it?

I recall as a junior at Penn State having an interesting conversation with my guidance counselor. I was a student in the School of Liberal Arts and had taken the required courses and many focused on the French language and culture because that was one of my strong areas. I recall the conversation when my guidance counselor told me it was time to declare a major. I did not have a clue about what I wanted to do. They suggested going into education, because of my interest in helping others. I also have several members in my family who are involved in education and so I dove in without realizing that I might make it a long-term career for myself. I have been teaching since the last century, which is something I like to tell my students and other educators.

What are you hoping your students to “feel” when they walk into your classroom?

I want my students to feel welcome and safe in our learning space and to know that I am there to support them for whatever it is that they need. I want them to be excited about learning and know that I really do care about them and want to do the best for them during the year and beyond. With the way that I design my classroom, I want all students to know that they can come in anytime and that I am there to listen, guide, support and be a mentor for them as they navigate all of the challenges that can come with learning.

What strategies do you recommend for creating a positive and inclusive classroom environment for your students?

In hindsight, the key lies in building relationships. From day one, invest in getting to know your students, their interests, and needs. Engage in meaningful conversations and allow them to get to know you better. Fostering mutual understanding enables the creation of a positive and inclusive space. It’s essential to strike a balance between learning and enjoyment, shared challenges, and celebrate the big and small accomplishments. To achieve this, it is a priority to provide a comfortable learning environment. It’s okay to have fun, laugh together, experience challenges and learn together. 

As the rise of new technology continues to play a significant role in education, how do you strike a balance between digital tools and traditional teaching methods in your classroom?

I always think about what I’m trying to do. What is my purpose for using a specific method or a digital tool in my classroom? Sometimes with the content covered in my class, I know that students need additional examples beyond the ones that I’m providing for them. They need activities that are interactive or provide different ways for them to engage with the content. To do this, I often rely on some digital tools that are very versatile and that provide me with access to information about where students are in the learning process. I also want to use the time that I save by leveraging some of the tools, to spend with students working with them one-on-one, in small groups or as a whole class.

In today’s rapidly changing world, what skills do you believe are most essential for students to develop in order to thrive beyond the classroom, and how do you incorporate these skills into your teaching approach?

I started to realize a couple of years ago that even though I want students to love learning Spanish and maybe even become Spanish teachers or explore careers where they need these skills, I also need to take advantage of opportunities to help prepare them for whatever it is they decide to do in the future. When looking at social-emotional learning (SEL) skills or reviewing the Job Skills Outlook from the World Economic Forum, I look for ways to help students to build these skills in my classroom. I try to provide a variety of opportunities for students to collaborate, communicate, to work through challenges in learning, to connect with others and to leverage some of the different technologies that are available. I have to help prepare them for the different ways they may be engaging in work in the future.  I am always about embracing new ideas and diving into risks in my classroom. I think it’s important to talk with our students about why we are choosing a certain method or a tool and how we think it will impact them. It’s also important to make time to gather feedback from them to understand the impact. Was it positive, or negative and how can we improve from there?

Parents play a crucial role in a student’s education. What strategies do you suggest for fostering a strong teacher-parent partnership throughout the school year?

It is important from the beginning of the year to set up a way for parents to communicate with you. I always recommend using a survey to ask parents what their preferences are when it comes to communication. Do they prefer email, phone calls or a messaging tool for example? Do we have our class materials available on a class website so families can access it? Also, be consistent with providing information to families so they know about the learning that is happening in your classroom. Are there any events or projects coming up, and how can they become more involved in the learning experience of their children? Keeping communication open is essential because we know that the more the families are involved and engaged in learning, it helps to promote student academic achievement.

What’s one message you have for fellow school leaders?
My advice is to not be afraid to take some risks with new ideas or new tools. There are so many choices out there that can really help to enhance the learning experience of students but also to keep us learning ourselves. We want our students to not be afraid of challenges in learning and what better way than to show that we are also risk-takers. Dive into learning with them, show them that we are not afraid of making mistakes and how we learn from those mistakes. So if there is a topic that you’ve been interested in but I’ve been hesitant to try, I say this is the perfect time to do it. Involve your students in the process and learn with and from them and enjoy the school year. I am all about getting teachers to dive into AI and not worry about being an expert, we just need enough to get started!

What is your one hope for the future of education?

My hope for the future of education is that educators will be receptive to evolving ideas and technologies. We are in the best position to guide our students into whatever the future brings. I hope that we all realize that we are constantly learning and must keep on learning, making mistakes and pushing ourselves so that we can provide the best for our students.

The post An Education Journey: A Q&A with Rachelle Dené Poth appeared first on Getting Smart.

High school students on NAF’s Student Advisory Council collaborated on the design and playtesting of KnoPro. From the very beginning, student and teacher voices have been at the center of what makes KnoPro so unique and effective for high schools across the country.  

NAF Chief Executive Officer, Lisa Dughi, said, “After a year of successfully piloting and iterating with our network and partners to bring KnoPro to life, the time has finally come! We know that the future is now, and we are thrilled to celebrate this launch. The world today is technology- driven and it is critical for NAF to be at the forefront of innovative thinking in support of all students. We can’t wait to witness the impact that KnoPro will have on the next generation of talent on their journey to becoming Future Ready.” 

KnoPro includes monthly challenges where students participate on a team or solo by helping solve a pressing industry or community problem. The first challenge, sponsored by NAF partner, Lenovo, called the Future Ready Tech Challenge kicks off on October 2. 

Daily SkillBuilders are 10-15 minute real-world activities designed to increase students’ “future ready” skills, including critical thinking, collaboration, and communication, and earn them points and prizes. 

NAF works with large corporations, small businesses, and nonprofits, to identify real problems their industry is facing, build engaging content, and tap into the creativity of young minds to be a part of the solution. Business partners can become a KnoPro mentor or competition judge. These KnoPro experiences help students build both technical and future ready skills that continue to be requested by employers across industry lines and are not only important for high school students, but for other employees to be exposed to potential job opportunities within their organization, and to continue as lifelong learners.

A KnoPro pilot teacher shared, “I would recommend KnoPro 100%. I like that it’s open to everybody. I love that KnoPro provides my students with creative ways to solve problems. I appreciate how they could incorporate technology into other fields like Health or Finance. KnoPro enables students to explore their career ambitions.”

KnoPro is the latest development in client projects, a trend in work-based learning: 

• The Real World Learning initiative, sponsored by the Kauffman Foundation, sponsored in metro Kansas City includes 85 high schools in 35 systems that are adding client projects and entrepreneurial experiences.

• Purdue Polytechnic High School prepares learners for STEM-related postsecondary programs and high-tech careers through a series of client projects. Every eight weeks, PPHS students are presented with a real-world challenge. Project challenges are designed by staff in partnership with industry partners in the areas of healthcare, energy, transportation and philanthropy. Students team up with fellow classmates and work together through a five-step design thinking process to develop a solution. Partners provide guidance on project prototypes, serve as panelists for student presentations and provide feedback on project pitches.

• The U.S. Chamber of Commerce Foundation will be launching the Employer-Provided Innovation Challenges (EPIC) initiative this fall. EPIC aspires to scale high-quality work-based learning experiences through a national network of partners that provide authentic, employer-led problem-based learning experiences to high school and postsecondary learners.

• The Knowledge Society is a 10-month youth accelerator program operating in six cities and online. TKS learners work on real problems with global companies and are supported by mentorship, internships, hackathons and a resource-rich platform.

The post KnoPro from NAF Expands Access to Work-Based Learning appeared first on Getting Smart.

CAPS, as a next-generation career accelerator, serves five suburban high schools in the Kansas City area, offering profession-based learning opportunities. Here, students embark on a journey into their future, immersing themselves in a professional culture where they actively tackle real-world challenges, utilize industry-standard tools, and benefit from mentorship by actual employers—all while earning high school and college credits. Within the six career strands encompassing bioscience, accelerator, business technology and media, engineering, human services, medicine and health care, CAPS students engage in client-connected projects and cultivate self-directed entrepreneurial experiences.

One of the remarkable benefits of participating in CAPS is the significant increase in social capital for students. As they actively engage with professionals, employers, and mentors from various industries, students expand their networks and establish valuable connections within their communities. These connections not only provide them with insights into potential career paths but also serve as a source of support and guidance.

The success of the CAPS model quickly gained recognition. In 2014, the increasing number of visitors signaled widespread interest in this innovative approach that seamlessly blends career education with college preparation, creating personalized pathways deeply connected to the community. By 2018, dozens of affiliated programs had sprouted regionally and across the nation.

The CAPS Network community shares core values that underpin its success: Profession-based Learning, Responsiveness, Self-Discovery and Exploration, Professional Skills Development, and Entrepreneurial Mindset.

CAPS success inspired the Kauffman Foundation sponsored Real World Learning initiative. As a result, there are 85 high schools in metro Kansas City adding internships, client projects and entrepreneurial experiences.  

In 2021, the CAPS Network became an independent nonprofit supporting profession-based learning. With more than 100 affiliate locations in 2023, CAPS Network was recognized by HundrED as a leading global innovation. 

CAPS Graduates Experiencing Benefit 

There are more than 40,000 CAPS network graduates. Last fall, a survey of more than 1,000 of them showed that CAPS programs have significant influence on students’ professional growth. Over three-fourths reported an overwhelmingly positive experience. CAPS alumni are equally bullish on the role that their programs had in preparing them to find a job or enter college. And more than 7 of 10 said their CAPS experience directly contributed to their current success 

CAPS Alumni highly agree that they learned essential and durable skills and built confidence. The top ten reported benefits of the CAPS program are shown below (on a scale of 1 to 5).  

CAPS alumni appreciated experimenting with careers before investing in college. They appreciated being encouraged “to step out of their comfort zone” and “find themselves” through their exploration. More than 8 of 10 alumni said they were currently receiving scholarships and almost a third were receiving honors/awards. 

The survey unequivocally demonstrates that CAPS has played a pivotal role in helping learners not only find their professional paths but also build connections and community ties that continue to fuel their growth and success, significantly increasing their social capital along the way.

The post CAPS Network Students Gain Skills and Scholarships  appeared first on Getting Smart.

In an era quickly being defined by technological advances and hyperconnectivity, the traditional educational landscape is transforming. Creating a learning ecosystem where K-12, higher ed, industry, and community collaborate to provide students with the tools they need to thrive is essential. How might we design a road map for Washington schools, where every learner, regardless of zip code, is on a pathway to productive citizenship? It starts with curating, connecting and catalyzing the development of New Pathways and all of us have a part to play.

The New Pathways Convening can guide us toward a future where education is not confined to a classroom but is a dynamic and continuous journey. It calls upon the entire community to shape an educational landscape, with equity at the center. All students need to be given the access and opportunity to explore their full potential.

Why Washington State? By showcasing the inspiring work already underway in Washington State, the convening seeks to inspire attendees and catalyze a movement that amplifies the impact of innovative educational practices. By bringing attention to local success stories and national exemplars, the conference aims to inspire education leaders, policymakers, community programs and stakeholders across the region to embrace and implement New Pathways.

As the convening unfolds, attendees will have the opportunity to engage with thought-provoking panels, tour exemplar pathway programs, participate in facilitated design sessions and network with stakeholders. By curating, connecting, and catalyzing the development of New Pathways, this convening is setting the stage for a brighter tomorrow. Let’s come together, learn from each other, and pave the way for a purpose-driven learning ecosystem that empowers every student to thrive!

We can’t wait to gather and design with you. To register your team’s key stakeholders for the October 19-20 New Pathways Convening in Tacoma, WA, visit the registration page here. Have questions about the event? Send them to marissa@gettingsmart.com.

The post Paving the Way for Pathways: Connecting Local Schools and Businesses in Tacoma, WA appeared first on Getting Smart.

“We’ve invested a lot of time and energy to learn what really works in terms of getting kids to play an active role in planning their future,” said ASA CEO Jean Eddy. “And one thing that consistently comes back is the reality that kids need to be engaged in their own spaces and on their own terms. Importantly, they need to have agency and be able to make informed choices,” she added. 

The ASA team assembled a mobile-first free suite of products and resources to build durable skills and prepare young people for their career journey and life after high school. The EvolveMe platform encourages the exploration of possible futures and offers incentives for completed tasks along the way. 

EvolveMe features 26 career experimentation and skills-building activities from 15 innovative partners that serve millions of teens. Partners include:

• DeBruce Foundation’s Agile Work Profiler, which helps kids understand their own strengths and interests and how they relate to careers,
• UStrive, which enables teens to sign up, find, and meet with a mentor,
• Tyto/Immersed Games, which offers five games across in-demand issues where kids can build knowledge and skills and try on jobs,
• Talk Hiring, which helps kids learn to interview with confidence by doing realistic yet automated mock interviews and getting instant feedback,
• Create & Learn, which helps young people to learn Scratch and Python coding through online courses with real professionals, practice core coding concepts, and build an impressive project,
• Work Simplr, a platform that breaks real-world deliverables down into projects for kids to complete and earn money,
• Science Near Me, which allows youth to search for activities and experiences in science,
• CareerVillage, an online platform democratizing access to career information and advice by providing a supportive community of real professionals ready to answer any question about any career,
• Skillsline, a platform that teaches durable human skills, with the goal of giving every student the tools they need to navigate the complexities of the modern world — in school, at work, and in life,
• ProjectSet, an online platform for virtual work-based learning opportunities that help kids and university students to develop workplace skills and become career ready,
• Bloom Learning/Ender, which is on a mission to make kids employable before they graduate high school by building a competition platform where they win prizes by completing projects and gaining skills,
• School of Thought, which is a nonprofit dedicated to teaching critical thinking and reasoning skills,
• FitMoney, which provides a free certificate course that allows kids to build knowledge and confidence around financial literacy topics,
• Aha Media, which connects teens and emerging talent to immersive virtual internships in animation production from the comfort of their own communities,
• Cirkled In, a modern, engaging, Gen-Z-focused professional profile platform that empowers K-16 students to showcase their holistic achievements, strengths, and talents, connecting them to their best-fit educational and employment opportunities, from college and scholarships to jobs and internships.

For the last two months, ASA has been reaching out through social media inviting teens onto the platform. Tens of thousands of learners are engaging and earning rewards while developing  

“We’re excited about this launch and about any initiative that promises to get kids feeling a sense of ownership over their education, work experience, and future,” said Eddy.  

New Class Boosts High School and Career Readiness 

Education Opens Doors (EOD) provides a middle school course that builds skills and supports thoughtful high school choices. It is used by the 43 middle schools in Dallas ISD and gaining national attention.    

“We partner with middle schools across the country, training teachers to equip their students with the college and career knowledge and skills they need for long-term success,” said EOD CEO Roscoe Compton-Kelly.

The two-part college and career readiness curriculum can be offered as a middle grade class or in units of study in an advisory period.  

The first program includes six units designed to introduce students to key college information and soft skills. Topics covered include measures of success (GPA, class rank) types of high schools, resume and interviewing, reasons to attend college and financial aid.

The second program includes growth mindset, internships and jobs, mock interviews, choosing a major, financial literacy and applying to college.

In terms of outcomes, Roscoe sees high levels of student and teacher engagement, digital citizenship skills, a sense of belonging, and more informed high school choices.

The post Two Developments in Middle Grade Career Exploration  appeared first on Getting Smart.

Ellis began thinking about a new kind of high school that would reengage learners through musicology and “put them on a positive tangent.” He created a pilot program for 15 learners in 1996. After being blown away by their genius and with the support of community groups, Minnesota’s early charter school policy, and a grant from Edvisions, Ellis and colleagues opened the High School for Recording Arts in 1998. 

For Ellis, it was spiritual and for the students, HSRA became a haven. HSRA now serves about 320 students with personalized project-based learning through an asset-based approach. Through the lens of Family, Respect, Community and Education, most students engage in courses that teach music production and the business of music. HSRA provides state-of-the-art music production facilities including two recording studios, practice rooms and a live performance room. 

HSRA students also hone their business acumen through the first student-run record level. Another Level Records is a student-operated music record label that empowers firsthand experience in developing media content, negotiating contracts, and publishing music by HSRA students and other artists (See Four Seasons MacPhail Project).

HSRA understands that the work doesn’t happen without deliberate patience, authentic relationship building and bringing in adults that value deep diversity. Modeling the change agents that HSRA wants learners to become, a strong focus is placed on community partners serving as advisors to allow teachers to focus on teaching. HRSA has a staff of (non-teaching) advisors each with dedicated space (Delta and Beta1 advisory shown above). Advisors check in with students in the morning and host an advisory period for an hour after lunch. The advisory space is open all day as an alternative to class for students that need extra support. Advisors support at least 4 college visits and help all learners fill out FAFSA forms. Two social workers provide additional youth and family support. 

The need to develop a building that catered to the HSRA model led to a partnership with Fielding International. Through multiple renovations, Fielding International worked with HSRA to adapt a commercial building into a unique learning environment that’s divided into advisories around a central learning commons. 

The design process began with sharing personal stories about the creative process between students and architects, finding common ground. Fielding listened to their music and developed an understanding of the student’s desire to express themselves through performance. The architect also developed an understanding of their need for a safe space, and secure enough to be their best selves.

The centerpiece of the school is the Learning Commons, also known as “The Black Top,” equipped with a large Live Studio, smaller collaborative suites for engineers and performers, and a pre-production commons, that provide students with the necessary tools to produce high-quality work. The gym’s fold-down stage further enables them to showcase their talents in all-school and community performances.

There is no shortage of talent that contributes to the success of HSRA. In 2011, sam seidel published Hip Hop Genius: Remixing High School Education, the story of the first decade of HSRA. In 2021, seidel, the Director of the K12 Lab at the Stanford d.school, released the 10-year anniversary edition Hip-Hop Genius 2.0: Remixing High School Education with forewords from Gloria Ladson-Billings and D Smoke, and contributions from David “TC” Ellis, Tony Simmons, and Michael Lipset who reflected on leading HSRA through its second decade.  

Tony Simmons joined Ellis at Studio 4 in 2001 and became Executive Director of HSRA in 2013. With 60% of learners’ justice-involved, Simmons thinks of HSRA as a re-engagement school that is asset-based with full wrap-around services. 

Tony Simmons and Michael Lipset are sharing the successful elements of HSRA through 4 Learning. The sister organization to HSRA helps schools reengage young people through the application of the recording arts and other creative endeavors. They share creative programming and studio design strategies with educators creating career pathways and microschools.

4Learning Sites

Timothy David Jones, Founder of Techniques4Learning and Chief Visionary Officer for HipHopEd, Inc. is HSRA’s Director of Innovation & Hip Hop Pedagogy (see podcast). Jones uses his skills and frameworks to promote the intersections of hip-hop, youth development and education. He facilitated an activity with us by having us read and listen to a song by Dave East entitled “On My Way 2 School.” The song depicts what happens as two brothers navigate their neighborhood on the way to school. The song ends with an interaction between Dave East and a teacher who talks down to him with no recognition of the realities that surround the school where he teaches and shapes the students that enter the building. After a spirited conversation about what can be done within our schools to be more connected to realities that students face on the way to school, we entered the studio where some students had listened and discussed the same song and were recording verses of their own. The impromptu song wasn’t complete until there were contributions made by Timothy and TC Ellis. (On My Way 2 School HSRA Remix).

The post Recording Arts as Reengagement, Social Justice and Pathway  appeared first on Getting Smart.

Red Bridge School is a novel educational institution nestled in the vibrant city of San Francisco. Renowned for its innovative and student-centered approach to learning, Red Bridge School is prototyping new models of engagement and student advocacy. From its holistic teaching philosophy to its commitment to fostering responsible global citizens, the school offers a transformative educational experience that nurtures the minds, hearts, and spirits of its students. 

This school prioritizes developing agency in all of its learners and embeds choice into every aspect of the learning environment. Students are given the space to explore and learn in spaces that mimic a modern office setting. Whether preparing for an outside learning experience, developing prompts for ChatGPT to co-create poetry or drafting individual learning goals, open spaces and personalized learning allow students to choose where and what they learn. We’ve highlighted a few of the key features that make Red Bridge a unique place to learn. 

Autonomy Levels

Students are encouraged to self-advocate for themselves at bi-annual promotion periods throughout the year. These autonomy levels are largely separate from academic achievement and are a demonstration of mastery of work habits. The work habit domains that students are instructed in and evaluated on are Communication, Time Management, Goal Management, Resource Management, Focus, Initiative, Self-Knowledge and Collaboration.

Self-Directed Demonstrations of Learning

Rather than strict assessment timelines driving the learning, students are able to sign up when they are ready to demonstrate what they have learned. Students keep up with how they’re progressing toward academic and work habit goals through a badge/learning credit system. Each student has a binder that documents the badges/learning credits for the competencies that they have earned. This puts more agency and power in the hands of the young people to co-author their learning. 

Learning Guides and Content Specialists

Rather than have teachers serve all roles, instead, Red Bridge has split the role into learning guides and content specialists. This two-pronged approach echoes the two tracks of autonomy and academics and allows the Red Bridge team to lean into their strengths while supporting the learners. 

Nimble curriculum (chatGPT example)

While visiting, we saw a recent exercise that was crafted in response to the launch of ChatGPT. This was a one week sprint that kicked-off by questioning the differences between human and AI. Then, each student prompted ChatGPT to write a poem. After reading the generated poem, the student then edited the poem to “make it better” and had DALL-E generate a supplemental image. 

Red Bridge also places emphasis on social and environmental responsibility. Students are encouraged to think beyond themselves and become active participants in shaping a more compassionate and sustainable world. Engaging in community service projects, environmental initiatives, and social justice discussions, students develop a deep understanding of the global issues facing humanity and cultivate a sense of empathy and responsibility towards others.

Microschools and Lab Schools

Small models enable us to pilot new ideas and new ways of being. The flexibility to move beyond traditional rules and regulations allow for enhanced innovation. Each model is unique and provides ways to see demonstrations of student agency, the benefits of personalization and the importance of community. When students are safe, supported and motivated, their social skills and emotional intelligence are strengthened. 

For more information on microschools, including how to get started, check out our series page. 

The post Bridging the Gap Between School and the Real World Starts With Agency appeared first on Getting Smart.

“This is undoubtedly a transformative technology. It has the potential to give every educator an infinite team of assistants. We’re actively building this into our classes, showing students how to use these tools to elevate their work,” said Garrett Smiley, CEO at Sora Schools, a next gen online middle and high school featuring interdisciplinary, student-led, and mastery-based learning. Next year, Sora learners will benefit from AI tutoring and numerous co-authored Expeditions each year (an example of Expedition topics is shown below).

Coursera is integrating a generative AI coach for students into courses on the platform. Coursera Coach will answer questions, give feedback, summarize video lectures and other materials, give career advice, and prepare them for job interviews. Later this year, Coursera will introduce an AI course-building tool for teachers that create course content, assignments, and glossaries.

NOLEJ generates lesson plans with a few prompts. Based on our case study of Real World Learning, we used NOLEJ to generate this unit of study. (Listen to the podcast with NOLEJ CEO Bodo Hoenen).

Using Generative AI for learner experience design can perpetuate bad learning design just more efficiently. They are prediction engines that scrape training data for relevant text fragments and produce recommendations that may or may not be sound pedagogy. The knowledge and judgment to build useful prompts and creatively edit recommendations remain important.

The SPARK framework from Designing Schools is an early effort to support better learning design prompts.

Using a journalism metaphor, Pressto coaches learners in grades 3-8 to write more and better. AI provides detailed writing prompts and delivers real-time formative feedback. Journalism motivates students to write more. Pressto develops voice, agency, and encourages learners to share their ideas.

Indian edtech giant Byjus announced TeacherGPT, an AI-powered assistant, provides personalized guidance to learners and also grades their responses. Incorporating student’s interests, Byju’s AI model helps contextualize instruction. They also announced MathGPT helps learners solve math problems using understandable analogies and visual aids.

Co-Authored Real World Learning

The gen AI learning experience design application we’re most excited about is project co-authoring.

DaVinci Schools developed Project Leo, a ChatGPT powered project authoring tool that brings student strengths and interests, industry expertise, and teacher identified needs into the design of personalized projects. Students in the three STEM focused Los Angeles DaVinci high schools use Leo to build 1300 inspiring projects this spring while gaining feedback from teachers, professionals, and peers throughout the process. Through a partnership with Cal Poly, professors and college students give feedback on high school projects and build a professional network in the process.

Sora Schools cocreated Playlab, an open project design app built on a large language model. “It’s great for getting over writer’s block, designing projects, and drafting expeditions,” said Smiley.

Shelby Scoffield, a teacher at Mountain House High School in California, invites learners to use ChatGPT to brainstorm projects based on 10th grade English standards.

Jim Newland, Real World Learning Coordinator at Grandview High in Kansas City, used ChatGPT to help co-author client projects, develop outcomes and build rubrics for each outcome.

Inspired by Newland’s examples, we asked students to Bard, Google’s large language model, to provide advice on how it could support an entrepreneurial experience:

For a themed school, Bard produced a pretty good list of potential grade level projects.

We invited ChatGPT to design a K-12 school focusing on data science and got seven moderately useful design principles. We followed up by requesting examples of grade level projects and received a sold draft list.

We asked Bard to suggest some grade level projects for a school-farm partnership with a focus on nutrition, ag tech, and entrepreneurship. Here are some examples:

We asked Bard to identify grade level projects associated with a school-museum partnership. Here are some examples:

Generative AI will become a widely used instructional design partner for curriculum directors, teachers, and students. Deriving instructional design value from generative AI requires creative prompts, insightful follow up, and thoughtful editing. It has the potential to save time while personalizing learning pathways for every learner.

The post Generative AI is a New Partner in Learning Experience Design appeared first on Getting Smart.

Used by Jobs for America’s Graduates- Louisiana (JAG-LA), the platform offers a scaffolded learning experience, grounded in learning and behavioral science that teaches students the essential human skills they need for workforce success. With an engaging mobile-first learning platform, Skillsline meets learners where they are, lifting the burden from facilitators.

Courtney Reilly launched Skillsline in 2020 after six years leading the ASU+GSV Summit. Reilly also spent four years leading growth initiatives for Phyllis Lockett at LEAP Innovations in Chicago.

While other startups were accepting big venture checks in the gogo days of ‘21 (and are now saddled with ridiculous valuations), Reilly and co-founder Chris Mackey bootstrapped Skillsline by living on contracts and delivering value through teaching the fundamentals of durable human skills.

The Skillsline learning model is based on an online suite of 10-minute micro-lessons using a Socratic learning method, with wrap-around acilitation supports such as instructor guides, discussion questions, and journal prompts. The platform is also equipped with assessment tools that allow learners to track their progress with knowledge-based assessments and surveys of learner confidence.

More on a Skills-First Approach

Pavel Luksha on the Future of Skills (Getting Smart)

Stephanie Short and David Zasada on Design For Delight and Durable Skills (Getting Smart)

Next Generation Learning Goals: Tim Taylor, America Succeed on Durable Skills (Getting Smart)

​​The High Demand for Durable Skills (America Succeeds)

Why Skills-Based Hiring Is On The Rise (Forbes)

The future of jobs requires a ‘skills-first’ mindset – for employers and for you (WEF)

The Future of Jobs Report 2023 (WEF)

The learning content is organized around 35 skills that commonly appear in various “soft” or “21st century” skill frameworks, ensuring that it can be easily aligned to any organization’s existing framework or set of standards. Already available are alignment guides to Jobs for America’s Graduates (JAG) competencies and Indiana’s employability and work ethic skills.

Skillsline is the skills-building partner of American Student Assistance and their new EvolveMe platform which helps middle and high school students explore careers and develop job-ready skills. It emphasizes the importance of teaching learners the language of durable human skills and how to recognize them in the context of work–enabling students to be more intentional when practicing and building skills, while also developing the ability to advocate for their capabilities.

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