INSTITUTIONAL

MEMORY

Charbel Mourad, Lester B. Pearson School Board

Tami Belhadj, Sir Wilfred Laurier School Board

Framework

Proposal

Institutional Memory

Knowledge Management

Results Based Management in Quebec Education

Recommendations

Education Analytics

Pathbrite

BrightBytes

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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.

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Proposal

• Given the current formal reporting structure a school

board’s institutional memory only reflects part of what the

school board does.

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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

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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.

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Knowledge Management

• Knowledge management is the process of capturing,

developing, sharing and effectively using organizational

knowledge.

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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

Attendance chart

Knowledge Management

Data

Analysis

Strategic planning

Reporting

Institutional Memory

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RBM in Quebec Education

MELS Strategic

Plan

School Board Strategic Plan

Management and Educational Success Agreement

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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.

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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)

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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.

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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.

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“ 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

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What is Learning Analytics?

Youtube : Steve Schoettler, "Learning Analytics"

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Pre-Work W.O.T.P.

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2014 SRAM data SWLSB

0

50

100

150

200

250

181 183 184 185 186 187 189 190 301 303 401 403

Total Number of Students

Students NOT accepted

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Engagement trajectories

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Education analyticsType of Analytics Level or Object of Analysis Who

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

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Pathbrite analytics

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Collect - select - reflect

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Pathbrite analytics

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Pathbrite analytics

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BrightBytes

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Q&A

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