Hybrid Logistics Project

Introduction to the Hybrid Logistics Project

The Learning Counsel, Knowstory and the EduJedi Leadership Society, are working together on the new “Hybrid Logistics Project.”

Purpose

This project is focused on helping schools get organized easier now that these factors are glaringly evident almost everywhere:

1. Attrition to alternative schooling models, especially homeschooling.
2. Huge shifts in scheduling for live and remote users such that schools have entered a complexity like part-time enrollment, segmenting rosters, sectioning under segments, rotating days, altering the length of blocks in the day, and finally, setting up independent fully online courses and whole online schools.
3. The need to truly personalize in order to be competitive with consumer offerings.
4. The need to leverage human teachers with more precision.

These are the things that have consumed the research time of Learning Counsel and many discussions since the start of the pandemic with EduJedi. We have found unique models that are composing their digital transitions with real structural shifts in how they deliver, what the schedules look like, and what teachers are actually doing. These models have the promise of competing better. Unfortunately, they were impeded by non-automated areas.

Addressed Problems

• Master schedules are commonly magnet board work – non-automated.
• Pacing guides are almost universally still documents and spreadsheets, disassociated from lesson planning and schedules.
• Rostering for alternative schedules is very error prone.
• True personalized pathways don’t really exist. Most individualization based on pace is still within the context of maintaining whole groups, such that the old bureaucratic grade-and-class manufacturing model still feeds systemic inequities.
• A lack of workflow system leadership during a massive increase in “digital traffic” has caused 74% of teachers to feel “overwhelmed or burnt out.” Note that most schools and districts have thousands of Apps, multiple systems, and even when they have Single Sign-on, the management of digital workflow hubs on the teacher nearly 100%.
• No marketplace of educational materials exists where any free or paid re-source can post info-tiles in order to be found. The fractured nature of the market is a burden on all schools.
• A multi-tiered structure for inventory-of-digital-software and other data from schools up to districts and districts up to States, does not exist. This burdens all with redundancy in purchasing.

Backstory

As you know, the EduJedi input to Learning Counsel news media and research have led to years of editorializing, surveys and releasing things like the “Algorithmic Personalized Learning Workflow Twister Game.” Many thousands of event participants and EduJedi from schools and districts have played this game live before the pandemic. It was a demonstration of an alternate structure that “uberized” teaching moments for cohorts as they moved across the learning workflow steps board. It made it so each student was truly on their own path in terms of pace, without sacrificing needed human teaching moments. Yet it totally flipped the structure away from classrooms so that teachers could spend less time on the mundane activities of classroom management and way more on helping individual students with direct instruction.

Pretend School Campus Game Board

Pretend School Campus Game Board showing main “House” Room and separate teacher offices, classrooms, labs, and rec area. In the game, small cohorts moving across their steps 1-8 trigger classroom activity and then go meet with the teacher in the assigned space before coming back to study asynchronously or skip over to a different subject row to study.

In addition, the Learning Counsel touched on different elements of real digital transition with our several years’ worth of Special Reports which culminated in that learning workflow game. Including these:

When the 2020 Pandemic happened, the invention of how to truly personalize learning took on a number of new dimensions. It became imperative to add function to the now fragmented logistical operations of schools – make the ideas of automated workflow “real” with a demonstration of algorithmic management in software.

However, the interests of commercial digital systems and resources for education tend to avoid coming together for better workflow and any change in the way schools are organized. They are built for what has been, not what could be. Therefore, the vision needed to be built by an interest like the Learning Counsel and the EduJedi that are directly influenced by the accomplished leaders in schools and districts.

Social dynamics of traditional schools surfaced as one of the preeminent characteristics that had to be supported as the software’s central pillar during the pandemic. Social orientation had to be the main function upon which others for education would pivot. Knowstory as a starter social site was already underway and built by Learning Counsel as neutral social ground for all schools. Function to automate the needed flexibility of time and space use, incorporating the remote students, and allowing for full personalization of pace could be added.

That was the start of the Hybrid Logistics Project.

Hybrid Logistics Project: What is it?

It’s a new invention for education called a Hybrid Logistics Interchange. The project part is getting a functioning demonstration site up and useful for schools and protected as a new market process accessible to everyone.

Definition: A Hybrid Logistics Interchange is a software system to automate multi-tiered master schedules, school space use and teachers and students. The interchange algorithmically interrelates pacing guides; flexible four-level schedule calendars, and lesson paths with specific points marked for live teaching intersection, auto-cohorting and auto-routing. All other learning is asynchronous with choices for learning oversight based on student age, and whether the student is on campus or remote. This is a new emerging technology.

What’s important about the project is that it identified key missing automations of managing the huge changes in school space use and schedule for tradition-al schools as well as online schools with a flexibility of structure.

The key automations would:

1. Create genuinely individually paced pathways to allow schools to move away from whole group structures without giving up needed human teaching interaction,
2. Permanently create flexibility in use of space and scheduling even for traditional schools,
3. Attach tracking to asynchronous learning,
4. Reduce other burdens on teachers so they have more time for direct instruction.
5. Elevate schools within a national ecosystem so they can evolve to more than independent local silos and compete on a bigger stage against alternatives.

The infrastructure envisioned could be used for gains by traditional grade-and-class schools as well as go all the way to transforming the normal grade-and-class structure to full pathways that can be paced individually – while still “intersecting” with live teaching whether by choice on-campus or via live conference online. Because it’s a dynamic intersection triggered by a teacher preset for numbers of students reaching that point and based on student pace, this blending has also been called the “Uberization” of learning.

Allow for Fast or Slow Transformation

The digital interchange will provide a fast or slow transforming of current school delivery models and mixes of models.

From this:

To this, or a “mix” for that particular school or district.