5 Keys

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PLI's Mission and Vision

Profound Learning Institute (PLI)

Mission

Profound Learning Institute was formed to advance and disseminate Profound Learning globally, by providing turn-key solutions for schools and educators. These solutions include a comprehensive professional development program with tools and resources that enable teachers to plan, assess and deliver rich learning experiences.

Vision for Global Impact and REAL Change

PLI's vision is to create a movement or revolution within education for Profound Learning by establishing a global network of schools and educators. Based on Metcalfe's law, as the network grows so does the ability of PLI to influence REAL change increase exponentially.

Learn more about the Profound Learning Institute ...more.

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What's the REAL Problem With Education?

World of Massive Change

We are living in the time unlike any time in history. We are living in a World of Massive Change, and the rate of change is only increasing. We are seeing breakthroughs in the fields of nanotechnologies, biogenetics, information technologies, and medicine to name a few. Life expectancy continues to rise with some experts predicting that children born today will live well past 100 years old.

In the World of Massive Change, one of the more obvious changes we see today is the shift of jobs to countries that have a cheaper labor force. This shift will continue to some degree, but ultimately will reverse itself as we develop a more advanced labor force and automated technologies.

Who will not only survive, but thrive in the World of Massive Change, it will be those that can innovate and create new businesses, services and products that are driving the creative economy.

Are schools preparing students for the World of Massive Change! NO! We need a REAL solution that addresses the REAL problem in education.

What's the REAL problem with education, NOTHING, if we were living in the 1950's or 60's. The current system is doing exactly what it was designed to do, which is to produce workers for the industrial age who would conform, comply and meet standards.

We are now living in the creative age where the ability to innovate, create and design are the most sought after attributes. So much focus has been on trying to fix or improve Industrial age model of education with the focus on raising tests scores. The output of the current system is due to its obsolescence, what else would you expect from an assembly line system that makes quality of learning flexible and the time to learn rigid.

We need a fresh bold vision for the system of education and not just treating symptoms of an obsolete system, which is analogous to moving the chairs on the Titanic.

What’s The Real Problem with Education?

Then what is the REAL problem with education? The real problem arises when you have a compelling VISION for a NEW system of education. The problem is created by the gap between your CURRENT REALITY and your VISION for the FUTURE. For this to occur you need a bold new VISION of a system that is significantly different that our current industrial age system that will prepare students with FUTURE READY skills essential for thriving in the World of Massive Change. Secondly, you need a process for system transformation that can handle the complexities of the system.

Envisioning a different future is very difficult for most educators, parents or politicians since the existing paradigm is so strongly entrenched in their thinking. When most adults think of education they think of their own experience, and if it worked for me, then it should work for our children, it just needs a lot of tweaking. And this is why most attempts to reform education have failed, in that we are treating symptoms of the system as problems and not recognizing that the system is obsolete. It is like trying to improve an electric typewriter, when the world has moved to digital word processing and publishing.

Cynicism is prevalent due to the many failed attempts in reforming education by addressing symptoms and not the REAL problem.

Again, the REAL problem can only be understood when you have a VISION for a new system of education. The problem is, what systemic changes need to be implemented that will bring us closer to our VISION. This takes us out of the blame game and into the business of system transformation.

We recognize that the current industrial age factory assembly line system is obsolete and must be replaced. In understanding Edward Deming's Theory on Variation, it is the system that is the primary cause of the variation and not the people. The industrial age model exists since this is the only way we were able to manage large groups of student learning. The output of the system is due largely to how the system processes the learning of students.

5 Keys

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Future Ready Education

Vision for Future Ready Education

Profound Learning Institue envisions the FUTURE system shifting from a mass production model to mass customization, where students have their own personalized learning roadmap.

In this new system, the vast majority of students can attain excellence by making the time to learn a variable and the quality of learning rigid. The learning experiences of students need to cultivate FUTURE READY skills such as the ability to innovate, create and design – students need to engage with their future by design and not default. We do this by designing rich learning experiences that inculcates the thinking and skills necessary to thrive in the World of Massive Change. The Profound iCubed Learning™ model intentional engages students with learning experiences that develops the 12 Essential FUTURE READY skills and their identities as a researcher, engineer, designer and visionary.

5 Keys

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REAL Systemic Change

REAL Systemic Change

Once we can envision a new system, we have to shift our focus to the process of system transformation. The vast majority of educators have never been trained in system thinking, after all, their job is to design learning experiences and not redesign the system.

Most people have a sense of powerlessness or hopelessness when it comes to changing education, because of the shear massive size of the system; where does one begin?

You begin with Vision

Vision is the highest point of leverage for system transformation. Having a compelling vision for a NEW system creates the tension that will drive the creative process for transformation, but in itself is not enough. There has to be enough dissatisfaction with the current system to cause people to want to change.

Once people engage with a VISION for profound change, one has to start changing the mental models so as to align with the new vision. Fore example the belief that nearly all students can produce outstanding learning will require significant unlearning and relearning with teachers, after all we have years of data generated by the Industrial Age system that supports the idea that only a minority of the students can produce outstanding learning.

The REAL key for REAL systemic change is to understand that system structures drive the behaviors within the system. If we want teachers to plan and assess differently we must provide the NEW system tools or structures that support the new way of planning and assessing. Structure always wins, so if the structure does not align to the vision then the new desired behaviors will not manifest.

5 Keys

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Future Ready Education

PLI's Solution

To this end, PLI has developed and is in the process of developing a comprehensive closed integrated system similar in philosophy as to how APPLE computers approached the development of their ecosystem of hardware, software and other system structures like their iTunes and APP stores. Everything is designed to work seamlessly together as one integrated solution.

The PLI solution is built on the patented GEENIUS® platform. www.geenius.com

Profound Learning Toolbox

The Profound Learning Toolbox is a complete system of professional development and accreditation for the Profound iCubed Learning™ model. It contains the professional practices with the supportive philosophy and brain research, tools for design rich learning experiences and examples of how other teachers have implemented a particular practice.

The Toolbox also contains tools by which teachers can plan the learning experiences for students. Once the planning is completed the system will automatically generate a student learning roadmap and connect into the assessment framework. As the student tracks their progress within their learning roadmap, the system automatically populates a teacher's dashboard that enable real-time tracking of learning. All of this data will be tracked to generate an overall real-time learning performance report. The idea of a report card will be a thing of the past. Such as system will enable students to work at a pace that is optimal for them, and at all times maintaining a high level of mastery of curriculum outcomes. David Langford over the past 25 years using his Quality Learning framework has demonstrated that students can maintain a high level of autonomy and produce a high level of curriculum mastery.

Communities of Practice

PLI members will be able to create and join various Communities of Practice based on their specific needs and interest. For instance middle school science teachers, elementary school administrators, etc., may want to have their own communities in which they share ideas and practices.

Members Marketplace

PLI will also create a member's marketplace that will encourage the publishing and selling of learning experience and other relevant learning content. Other subject matter experts will be able to publish and sell high valued content to the PLI membership.

Student Learning and Management System (SLMS)

PLI has begun the development of its next generation fully integrated SLMS that will enable a school to track and manage all the information on student learning. The system will also have the ability to orchestrate the delivery of a learning experience for a student that aligns with the iCubed Learning™ model and supports the development of their Future Ready skills.

Center for Transformation

Every school system should consider licensing a Center for Transformation. The Center for Transformation will be licensed to use the MG Taylor patented DesignShop™ methodology proven for over 30 years as the most powerful process for large scale system transformation. In addition, the Center for Transformation may house a specialized high school program called idSchool™. idSchool™ is a junior and senior high program offering a unique experience of discovery and exploration in designing their world. Design is a foundational, fundamental, and critical skill-set for the 21st century.

Leadership

Tom Rudmik

Tom Rudmik, Co-Founder, CEO

Tom Rudmik, an educator and entrepreneur, is the founder of Master's Academy and College. Tom is passionate about implementing REAL change and he is committed to the research and development of breakthroughs in learning and sharing them with the world.

Tom Rudmik, an international speaker, has instructed and guided organizations confronting issues of improved performance and change. He has created an innovative and powerful organizational change model – the iCubed Organization. Tom has authored the Future by Design program titled, " Five Keys for Unlocking the iCubed Life, the Visionary Entrepreneurial Spirit in Everyone". He has facilitated many companies, school districts, universities and national associations through the design process.

 

Andy Rudmik

Dr. Andy Rudmik, Co-Founder, CTO

Dr. Andy Rudmik's overall responsibility for the R&D of PLI's software solutions. Andy’s strengths are envisioning and planning for the future to have systems in place when the market timing is right for those systems. This ability to see the future has put PLI in the forefront of the product innovation curve.

Previously, at Modus Operandi (MO), Andy was the Sr VP/Chief Scientist and Principal Investigator on a number of state-of-the-art research projects with various government laboratories. His research interests included distributed systems, system modeling and object-based software development.

 

David Langford

David Langford, CLO

David is the founder and thought leader within the Quality Learning movement since 1985.  David has trained over 30,000 teachers and has a network of thousands of schools implementing his philosophy and methodologies derived from Edward Deming.  QL is the foundation upon which the iCubed Learning™ model is built, it is a natural entry point for PLI to offer up a comprehensive solution to schools already familiar with Langford’s Quality Learning. David is passionate in helping schools and educators implement REAL change resulting in Profound Learning.