April 18, 2024 • 23 mins
Prepare to have your perspectives on education transformed! Through our latest podcast episode, we're bringing you groundbreaking insights and lively discussions from the ASU+GSV Summit and LAUNCH in Brookfield, WI. Tag along with hosts Allison Koelzer Nelson, Nate Clayberg, and Alisa Morse, as we delve into the revolution of student-centered learning. Discover how AI is not the foe but the ally of educators, with Allison advocating for an informed adoption in classrooms. Feel the ground shift beneath your feet as Nate redefines assessment, aligning it seamlessly with our hands-on learning ethos. We're not just talking about the next steps in education; we're walking them, right alongside the passionate CAPS education pioneers at the forefront of this exciting journey.
Get ready to be inspired by the students from LAUNCH. These brilliant young minds are showcasing the undeniable advantages of early career exploration, proving that it's not just about textbook knowledge but real-world skills that shape their futures. As we discuss the potential of internships and company-student partnerships, it becomes clear that these initiatives are more than just resume builders—they're life changers.
The Network is all about discovering the CAPS Model. The CAPS Network is a 501(c)3 supporting over 120 programs, in 20+ states and 4 countries. CAPS reimagines education to be a learner centered, profession based experience that catapults young people into passion and purpose. CAPS is going where students lead.
Find us!
Twitter: @capsnet
LinkedIn: CAPS Network
Facebook: CAPS Network
Instagram: @capsnetwork
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Alisa Morse (00:18):
Hey everyone, welcome to the Network, the
podcast where normally CoreyMoan talks about the Network,
the podcast where normally CoreyMoan talks about all things
kind of career-connectedlearning within the CAPS
ecosystem and the broadereducation ecosystem.
I am Elisa Morris, the K-12director of the CAPS Network,
and I am here with two of myteammates, allison and Nate.
(00:39):
They're going to introducethemselves in a second, but
we're bringing you a specialepisode from the road.
So, nate, allison, give us aquick intro, remind us who you
are, and then we'll get moving.
I'm Allison.
Allison Koelzer N (00:52):
Kelser-Nelson .
I'm our K-12 liaison with CAPSNetwork and I'm in charge of our
rural initiative.
Nate Clayberg (00:58):
I'm Nate Klaver, business industry director,
engaging all of our programswith our.
The key to our program,professional-based learning, is
working with industry andclients.
Alisa Morse (01:08):
Awesome, I'm so glad that the three of us got to
sit down for a minute to talk,because we are actually in San
Diego right now San Diego,California at the ASU GSB Summit
, which is probably the largesteducation conference in the
world, and there's lots ofreally interesting cool
(01:33):
conversations happening, greatpanels, lots to wrap our brains
around.
And while we were here, I wasreminded of a student
conversation that I had justabout six months ago around what
the future of education reallycould look like, and it felt I'm
so glad it reminded me of that,because what I'm hearing a lot
right now is conversations notjust about, like, what's next in
education, but what the dreamcould be like, the bigger,
(01:56):
broader scope of dream, andstudents are at the center of
that.
So we wanted to bring you aspecial episode on the road that
just kind of shared a littlebit about what we're hearing.
So, Allison, do you want tokick us off with what you're
hearing?
What conversations haveinterested you so far?
Allison Koelzer Nelson (02:11):
I'd love to.
It's my first time here, solots of big takeaways from being
at a very validating conferenceof this size and I already used
the word but what I've beenhearing from a lot of our folks
from the CAPS network that arehere, different programs is that
they feel really validatedbeing in the room and a lot of
these panel discussions.
Some of the things that theseexperts or these business and
(02:33):
industry, these ed tech folksare recommending are things that
we're already doing.
So I just want to shout out toyou, our folks, you guys are on
the brink of innovation.
You're doing things that peoplethink is impossible to do and
you're doing it really well.
So just number one takeaway isthat I think we all feel really
validated and we want to sharethat validation with you that
(02:53):
what you're doing is innovative,it matters, and that we're
being looked at by differentnational and international
models as an example of how todo this student-centered work.
My second takeaway is that thereare so many conversations
happening about AI.
It's been a year since ChatGBTlaunched and, coming into the
(03:15):
conference, I have someperspective of how I'm utilizing
it in my own work and I'vecaught these different waves
about how we really do need tobe talking about it for our
students.
I've heard from differentdirectors across the network of
how they're utilizing it, but,to be honest, I know now that I
barely scratched the surface andI have two things that I want
to share with folks.
Number one take the fear thatyou might have and turn it into
(03:39):
this seeking of knowledge aboutit.
Learn as much as you can aboutAI for your specific role, for
the things that you're reallygood at.
How can it help you do thosebetter and learn what's wrong
with it?
We need people to know what theflaws are, and the more time you
spend with it, the more abilityyou're going to have to then
(04:00):
translate that to your workflowas an educator or as an
administrator, and it justeliminates your fear around it
replacing you.
To be honest, I've heard thatagain and again.
Lean into the knowledge.
And then the second piece isjust there's this really
desperate need for big thinkersand folks that are helping to
lead students, to give themaccess to it and to help guide
(04:24):
them to use it responsibly.
So I feel like this is going tobe something I'm thinking on
that Elisa and I will be workingon together, related to our
student media agency andotherwise.
How do we get students accessto the right program so that
they can use it in a safe andresponsible way, and what that
looks like, and just build fromthere?
So I'm learning a lot.
I feel like my mind isexploding, but I'm really
(04:47):
grateful to be here.
Alisa Morse (04:48):
Yeah, it is.
I mean, I want to echosomething that Allison just
mentioned, that with this ideaof, like, what AI is going to do
, we all know it's here, we'reall dealing with it, we're
grappling with it, Something wejust heard in a session that all
three of us were sitting in.
We just heard in a session thatall three of us were sitting in
, um, the superintendent inTacoma schools, um, made mention
like it, the fact that AI ishere and our students are using
(05:10):
it.
We don't have to be fearful ofit.
We just have to figure out howwe will continue um to support
students' education and and andwhat I love about what he kind
of said.
He said you know it's AI.
You can start writing essayswith AI, right, Like chat GBD
can write your essay for you.
But then what is?
Assessment becomes performative, right.
(05:31):
Assessment becomes let's have aconversation about it, and what
I love about that is it becomesso much more authentic in real
world, because we're not, unlessyou're a researcher, you're not
really writing papers for therest of your life, and so that
felt very true to CAPS too,because what we do is actually
doing, not necessarily just thewriting about or the assessment
(05:51):
taking of.
So I'm really glad youmentioned that.
Nate, what are you picking?
Nate Clayberg (05:55):
up.
Well, I'm going to follow up onthat.
And that was the same comment Iwas thinking from the
superintendent at Tacoma,washington, which comes back to.
Unfortunately, as you all know,I'm a quasi educator, but not
really, I guess, so I getfrustrated with some of these
things sometimes in this world,coming from an economic
development background.
(06:16):
But he was referencing basically, I think when there's change
within a classroom or a school,there's fear that comes because
we all know what the process isand getting through and whether
there's guidelines from thestate or a school board or
whatever.
And this is how we do thingsand we're going to change things
and it gets people veryuncomfortable.
And he was basically sayingbasically learn to deal with it.
(06:39):
We're not, it's not going away,don't?
We're not going to do whatever.
And I was sitting therethinking in my mind how many
schools have blocked chat, gbtor BARD or whatever else is out
there?
I don't think they're callingit BARD anymore, but they just
are resistant.
You can't get on it like it'san adult site you're not
supposed to be on, you knowinstead of a resource.
(07:07):
So how do we advocate to do thatbut also empower teachers to
think that what students aregoing to learn from this because
, like you said, they're doingit anyway?
Um, you know, how do you?
How do we get the teachers andeducators more informed with
what the advocacy or theadvantage of it is, instead of
what the negatives can be?
and of course, I think ineducation it's always about,
well, we can't do that, you knowwe might get in trouble, or
it's, it's, or it's not going tohappen, or it's wrong or
(07:28):
whatever.
Well, how do we utilize it forthe next step?
So, going from that, this is mysecond time coming to this
conference and Alice and I wasin your shoes last year going
what is this place?
You know, with all the ed techstuff going on, ai was just kind
of coming afloat a year ago andnow it's, I would say I feel
(07:49):
like 70% of the topics arearound AI because it's hot.
Alisa Morse (07:53):
Ai hijacked! ChatGPT, hijacked everything
last year.
Nate Clayberg (07:56):
Yeah.
Alisa Morse (07:57):
Like, even if we were talking about like
something totally not technologyrelated, it just hijacked it
completely.
Nate Clayberg (08:03):
But you know ChatGPT came out and you know
everybody calls, I think, any AI, now ChatGPT.
But how quickly others came out, I don't think people think
much about.
Well, that stuff was alreadyout there.
It's not like people quicklyturn these things overnight it
was now okay.
We need to tell everybody elsewe're doing because ChatGPT is
already out there and they'relosing their market share when
(08:24):
it comes to that.
But this year what I've noticedat least, especially what I've
advocated for in conferenceslike this and the Aurora
Symposium or you name it acrossthe country, for in conferences
like this and the AuroraSymposium or you name it across
the country is I'm hearing moretalk about the workforce impact,
of whether it's education,technology products or pathways
or whatever.
(08:44):
And I think, unfortunately, likethe session we were in Corey
Moen was in this morning and theone we were at today, it wasn't
much about AI or ed tech oranything like that.
It was about real experiencesthat students are actually
having and the room haseducators in it, but it doesn't
have the investors in it.
It doesn't have some of theother players in this ecosystem
(09:07):
today that are just, I feel,like scrounging for investment
or dollars or whatever.
But I think we forget Many,many people in this conference.
I feel like don't really knowwhat they're really supporting.
You know when it comes to whowe're serving with our students
and our communities and ourschools and things like that.
(09:28):
So you know hearing pathways, Imean workforce.
So I was in a session that theYaz Prize people had with uh
Aaron Furman and uncommonconstruction out of new Orleans.
Allison Koelzer Nelson (09:39):
Yeah.
Nate Clayberg (09:39):
And he gave us four shout outs in that one
session.
Uh, about caps.
Alisa Morse (09:43):
So Corey and I are kind of have an unofficial count
of how many speaker uh speakerwe're in the teens, if not
twenties I feel like you know,it's like we're getting exposure
by not even being on the stage,you know kind of hijacking it
this last session we were inalone was just like four
different shout outs, I think,for the rural initiative, the
(10:03):
agency's initiative, the workthat we've been doing just in as
caps people you know to startwith.
So, um, that that's been.
My big takeaway is just howmuch kind of echoing yours,
alison, of like how much we'realready doing the work that
people are talking about hereand trying to figure out, which
is really cool, but also how notonly are we doing the work but
(10:27):
we are continuing to innovate onthe work.
Right, it's not enough just tosay okay, we're entering into
pathways, we're not justentering into workforce
readiness, we're actually doingthose things, but then also
figuring out what comes next,how do we improve it, how do we
make it better, how do we makeit more accessible and equitable
?
I mean, I think that's also areally big topic right now is
how do we make sure thatworkforce readiness and
(10:50):
career-connected learning isn'tjust for suburban kids, it's for
kids out in rural communities.
That the head of schools inIndiana actually just in this
last session was saying you know, they're working with a rural
school that has literally onlyone employer and that is the
school district, and so how doesthat that community do
(11:12):
workforce readiness and careerconnected learning, um, and so,
yeah, for me, I'm just kind ofabsorbing all these scenarios
and things that it's just a nicereminder to say, okay, it's not
enough to to be doing the thing.
We also have to be iteratingand and taking the next step on
what we're doing.
Yeah, um, so cool.
(11:33):
Thanks for those reflections.
I think, um one of the reasonsI wanted to make sure that we
came to you all, um, ouraudience from ASU GSB live, um,
I mean, I'm sure you can hearthe background noise.
There's a little bit going onaround us.
You know there are 7,000, thereare 7,000 people here.
Consider yourself immersed withus.
Max (11:53):
Right.
Alisa Morse (11:55):
Um, but it reminded me, like I mentioned, about a
conversation that I had withthree young men, um, from the
launch program in Wisconsin.
Um, because they and this, Ihad this conversation six months
ago.
So just keep that in mind.
This conversation I had withthese young men happened six
months ago, before ASU GSB waseven on my mind at the time, and
(12:19):
they themselves brought up thefuture of education and what
they want to see out ofeducation, which is that other
takeaway that I'm bringing away.
It's like hey, reminder to allof you innovators out there.
Students have to be at thecenter, we have to be the focus.
So we're going to leave youtoday with that conversation.
I hope you listen all the waythrough because there's lots of
(12:41):
great nuggets and some humor andreally, just from the mouths of
the students who areexperiencing it themselves, they
even, you know, talk about whatit might look like for their
younger selves or their youngersiblings to go through a caps
like experience.
So that's a pretty neat thing.
So thank you all for tuning in.
We will be back with you in acouple of weeks from the quote
(13:04):
unquote studio, not necessarilyon the road, but we love you all
.
Thank you for doing the workthat you're doing.
We know that you arepersevering through a lot of
tough things Right and you'reyou're solving problems, and
know that you are perseveringthrough a lot of tough things
right and you're you're solvingproblems and getting creative
and being innovative.
So keep doing that thing,coramone would tell you.
The tipping point is near.
Trust that we're here in themiddle of it.
We're in the thick of it rightnow and it is coming and you are
(13:27):
at the forefront of it.
So enjoy the conversation anduntil next time, we'll see you
later.
Liam (13:37):
So enjoy the conversation and until next time.
We'll see you later so.
Johnathan (13:46):
I'm Liam.
I'm from Brookfield East andright now we're doing a launch
at Brookfield Central.
Max (13:49):
My name is Jonathan.
I'm also from Brookfield East.
Alisa Morse (13:50):
My name is Maxers and I also go to Brookfield East
Cool.
So thanks guys for sitting hereand talking to me, because so
I've been talking to you forwhat?
Two minutes now and you'vealready asked some really cool
questions and shown me a reallygreat project.
One of you has done launchbefore right, so you've been.
This is your second year in it.
Let's start there real quick.
Can you tell me a little bitabout what that launch
(14:11):
experience was like lastsemester?
Max (14:18):
I feel like it was completely different from every
other launch or every otherexperience I had, and it feels
probably to more somethingsimilar that you would
experience in a technicalcollege, and I feel like this is
great, because I actually planon going to a technical college.
So I feel like this is just areally good intro to help me
introduce.
Alisa Morse (14:31):
Cool.
So what kind of skills do youfeel like you've learned and
this goes for all of you like ina week and a half, what skills
have you learned so?
Johnathan (14:37):
far.
I think this classroom reallybranches out from the
traditional idea of having apacket taking notes, sitting
down and listening the entireperiod.
It makes it feel morecollaborative and I'm more
engaged with the students aroundme and sure, in traditional
schooling they like to turn andtalk, do partner groups, but it
(14:58):
just feels very um rinse andrepeat the style of school that
we're always doing.
I definitely plan on takinganother launch course because,
um, it keeps me engaged morethan any other class.
Alisa Morse (15:11):
That's awesome, awesome, how about?
Liam (15:13):
you.
So, like I don't know, like forme, I've always like seen
school as kind of like a loop,like you're kind of just doing
the same thing every day but youmay be learning something new.
But when you're doing launch orlike these launch, courses kind
of bring more of like acreative thinking and like idea
iteration, where you're kind oflike coming up with your own
ideas, testing them, and you'relike learning hands-on more than
(15:35):
like learning from stuff thatpeople have already learned.
You know what I mean?
Alisa Morse (15:39):
Yeah, and how about you?
What's the most impactful skillyou think you learned last year
?
Max (15:42):
Personally, I think the most impactful skill is problem
solving, but also the fact thatI feel like in a lot of like my
normal classes, I like zone outand I have a trouble focusing,
but here I'm always in focusbecause this is relevant to what
I want to do in life and I feellike this this is completely
different from a normalclassroom experience and you're
(16:04):
not just giving stuff, you haveto figure it out.
I like that aspect.
Alisa Morse (16:07):
Very cool, okay, so I also want to say that within
those first two minutes of ustalking, you all started to ask
me hey, have you ever thoughtabout taking launch to younger
students?
Which gets me really excitedand gets me like going, because
it is something we thought aboutfor a while at the CAPS network
about how do we bring thisexperience to younger people.
But then you also have somereally cool insight as to how we
(16:28):
could do that or what theimpact might be, so you mind
sharing your thoughts on that?
Liam (16:33):
yeah, I mean, I feel like school for a long time has kind
of just been like like what itstarted as training people to be
factory workers, trainingpeople to just do the same thing
over and over again.
But, like with launch, you'rekind of like learning to be
creative and like it's preparingyou more for the real world of
today rather than the real worldof like 20 years ago, 30 years
ago.
Johnathan (17:00):
I think that the different style and structure of
launch like Max said, there's alot of problem solving done.
I think a lot of school isleading you to an answer Like
I'll get like a fill in theblank packet and I read the
thing thing.
I know what answer I'm tryingto get here there is no right
answer.
I can come up with my own ideasand iterations and um present
them and if I'm wrong and itdoesn't work, there's no issue
(17:23):
there and I can always go backand try again.
And it's that style, like liamsaid, really does prepare me for
the future more than a packet.
Liam (17:33):
I really hate packets.
We are bringing it in like thisFair, like why wouldn't you
just bring it in earlier?
What's the difference, orwhat's the?
Johnathan (17:42):
drawback from that?
The only thing I don't likeabout Launch is the fact that I
didn't have it earlier.
Yeah.
Max (17:47):
Same here, good to know Personally.
I feel like the education systemhas been like relatively the
same.
It's always the same, but thejob world is always.
It's always expanding, it'salways different and I feel like
school is somewhat stilleffective so that, but it's more
of a roundabout way.
But here in launch you get tolearn about how this career
(18:08):
operates, or how this fieldoperates, and you get a feel
that this is what you reallywant to do, because if you're
late in college and then youstart your first internship, it
might be too late to change yourcareer.
But here, if you're not happywith something, you have the
chance to explore and figure outwhat you want to do with your
life and what you want to do andsomething that makes you happy.
Alisa Morse (18:25):
So yeah, um, you guys are awesome.
This is is great.
Sorry, continue.
Johnathan (18:32):
Not only that, but introducing it to younger
students, introducing them to anew style of education, is, I
think, the most important time.
Again, I wish I would have hadthis as an eighth grade or a
freshman even younger than that,because then I'm getting
(18:52):
introduced to new ways ofthinking they're already going
to do this in like othercountries, though.
Liam (18:56):
It's like a form of launch .
It's like basic education, likemost other European countries,
where you pick a field onceyou're in, like eighth grade,
and then you learn about thatfield throughout your high
school career rather thanwaiting until you're in college.
Johnathan (19:12):
This has like been observed to be effective in
other countries as well.
Finland, I think, has the mosteffective education system.
They do something similar tothis, so I think this evolution
of education is really important.
Alisa Morse (19:30):
You're blowing my mind here about how aware you
all are of the education systemas a whole, which is really cool
, but can you put yourselvesback in eighth grade?
Imagine yourself being back ineighth grade and somebody
bringing an experience likeLaunch to you.
What difference do you think itwould have made for you as a
(19:52):
senior?
Where do you think you'd be nowif you had this?
I?
Liam (19:54):
would have been more excited and I would have known
where I want to go more, because, like when you're, when you're
doing stuff at school, rightyou're kind of just learning
what they want you to learn andyou're not learning what you
want to learn.
And I feel like when you learnwhat you want to learn, then you
gain a better understanding ofwho you are and where you want
to go, gain a betterunderstanding of who you are and
where you want to go in.
Johnathan (20:14):
Um, in my eighth grade, I found myself asking the
question um, when am I evergoing to use this in real life?
A lot, and I think launchintroducing you to these careers
and um other like pathways inlife.
It answers that question.
You know, um, oh, pre-algebra,what was it?
Pre-doubt graduate?
(20:34):
You're supposed to learn in thefifth grade you're an
accelerated mathyeah, oh, but um, I think that
all these math courses that Inow take, um, I could have been
taking a lot earlier because Iknow that I was going to need
those classes for the careerthat I wanted to go into.
Max (20:52):
And to piggyback off what he said, I feel like with the
launch experience, if I had itback in eighth grade I mean I
did have an internship with myschool district and I feel like
more people would have like aninternship to getting like a job
because I know a lot of peoplework but I feel like if they
could do something like aninternship in high school like,
(21:14):
for example, tech field great,you work at a company and as a
high school student doing this,and that I feel like that would
be more introducing, and launchteaches you all this
pre-professional skills.
So that'd just be great to haveit in eighth grade so you can
have a certain life.
Liam (21:33):
Great to have it in eighth grade so you can have a certain
life.
I really appreciate how Launchbrings the core classes into the
field that you're doing.
A Launch for Like this is likeEnglish, but it's like English
built into how you would use itin the engineering field, so
you're not like just reading abook about Romeo and Juliet,
you're reading like a book aboutwhat was it like design or like
iteration, that's those kind ofthings.
I think that that's reallyhelpful and useful.
Johnathan (21:55):
Reading and writing is important, but not if it's
just by itself.
It's not as effective if it'sjust purely writing.
I want to be introduced to theways that I can use writing.
I'm more motivated to usewriting, you know, and I thought
what Max said was reallyinteresting, because I've been
(22:16):
trying to get an internship withengineering companies for
forever, because I want to gothe college route, and putting
that on an application or atranscript is huge.
It's really big to have aninternship and I think the fact
that this, that Launch, bringsthose internships and those
company partnerships is reallygood.
Max (22:35):
It's really interesting and also makes connections, which
allows you to even land, even ifyou work with them in a project
, in Launch.
It could be the home of yourfuture job and you have those
connections that you can retainthrough high school and college
and beyond.
And that's great because youknow, I feel, feel like maybe
without launch you'd have tostart from the bottom, but at
(22:55):
least with the launch programyou have some kind of step store
besides a college experienceand a high school diploma just
another, just another likerandom thought before we have to
go I was gonna say we'rerunning dead on time, so I want
to make sure you get out of here.
Liam (23:06):
I feel like if we introduce launch at a younger
age, just like how I saidearlier, is because we get a
better understanding of whatthey want to do and then you can
land internships with thecompanies that you work with and
maybe eventually that wouldhelp kids who can't afford
college not need to go tocollege as much because they're
already in there with thecompanies and the fields that
they want to work in.
Max (23:26):
And even possibly have some kind of deal where you could
work with a company and alsothey could pay for part of your
education or even fund youreducation as a whole.
So you can continue to workwith them because they will see
you as a, as a prospect andreally smart and in a valuable
way.
Alisa Morse (23:42):
It's true?
Yeah, absolutely Well, thankyou guys so much for talking to
me.
I really appreciate it.
Thank you for taking the time.
I am excited to hear about whatthe rest of the semester is
like for you all.
Johnathan (23:52):
So I'll stay in touch .
I'll come back and check in.
Alisa Morse (23:54):
Cool, thank you.
Hey everyone, welcome to the Network, the
podcast where normally CoreyMoan talks about the Network,
the podcast where normally CoreyMoan talks about all things
kind of career-connectedlearning within the CAPS
ecosystem and the broadereducation ecosystem.
I am Elisa Morris, the K-12director of the CAPS Network,
and I am here with two of myteammates, allison and Nate.
(00:39):
They're going to introducethemselves in a second, but
we're bringing you a specialepisode from the road.
So, nate, allison, give us aquick intro, remind us who you
are, and then we'll get moving.
I'm Allison.
Allison Koelzer N (00:52):
Kelser-Nelson .
I'm our K-12 liaison with CAPSNetwork and I'm in charge of our
rural initiative.
Nate Clayberg (00:58):
I'm Nate Klaver, business industry director,
engaging all of our programswith our.
The key to our program,professional-based learning, is
working with industry andclients.
Alisa Morse (01:08):
Awesome, I'm so glad that the three of us got to
sit down for a minute to talk,because we are actually in San
Diego right now San Diego,California at the ASU GSB Summit
, which is probably the largesteducation conference in the
world, and there's lots ofreally interesting cool
(01:33):
conversations happening, greatpanels, lots to wrap our brains
around.
And while we were here, I wasreminded of a student
conversation that I had justabout six months ago around what
the future of education reallycould look like, and it felt I'm
so glad it reminded me of that,because what I'm hearing a lot
right now is conversations notjust about, like, what's next in
education, but what the dreamcould be like, the bigger,
(01:56):
broader scope of dream, andstudents are at the center of
that.
So we wanted to bring you aspecial episode on the road that
just kind of shared a littlebit about what we're hearing.
So, Allison, do you want tokick us off with what you're
hearing?
What conversations haveinterested you so far?
Allison Koelzer Nelson (02:11):
I'd love to.
It's my first time here, solots of big takeaways from being
at a very validating conferenceof this size and I already used
the word but what I've beenhearing from a lot of our folks
from the CAPS network that arehere, different programs is that
they feel really validatedbeing in the room and a lot of
these panel discussions.
Some of the things that theseexperts or these business and
(02:33):
industry, these ed tech folksare recommending are things that
we're already doing.
So I just want to shout out toyou, our folks, you guys are on
the brink of innovation.
You're doing things that peoplethink is impossible to do and
you're doing it really well.
So just number one takeaway isthat I think we all feel really
validated and we want to sharethat validation with you that
(02:53):
what you're doing is innovative,it matters, and that we're
being looked at by differentnational and international
models as an example of how todo this student-centered work.
My second takeaway is that thereare so many conversations
happening about AI.
It's been a year since ChatGBTlaunched and, coming into the
(03:15):
conference, I have someperspective of how I'm utilizing
it in my own work and I'vecaught these different waves
about how we really do need tobe talking about it for our
students.
I've heard from differentdirectors across the network of
how they're utilizing it, but,to be honest, I know now that I
barely scratched the surface andI have two things that I want
to share with folks.
Number one take the fear thatyou might have and turn it into
(03:39):
this seeking of knowledge aboutit.
Learn as much as you can aboutAI for your specific role, for
the things that you're reallygood at.
How can it help you do thosebetter and learn what's wrong
with it?
We need people to know what theflaws are, and the more time you
spend with it, the more abilityyou're going to have to then
(04:00):
translate that to your workflowas an educator or as an
administrator, and it justeliminates your fear around it
replacing you.
To be honest, I've heard thatagain and again.
Lean into the knowledge.
And then the second piece isjust there's this really
desperate need for big thinkersand folks that are helping to
lead students, to give themaccess to it and to help guide
(04:24):
them to use it responsibly.
So I feel like this is going tobe something I'm thinking on
that Elisa and I will be workingon together, related to our
student media agency andotherwise.
How do we get students accessto the right program so that
they can use it in a safe andresponsible way, and what that
looks like, and just build fromthere?
So I'm learning a lot.
I feel like my mind isexploding, but I'm really
(04:47):
grateful to be here.
Alisa Morse (04:48):
Yeah, it is.
I mean, I want to echosomething that Allison just
mentioned, that with this ideaof, like, what AI is going to do
, we all know it's here, we'reall dealing with it, we're
grappling with it, Something wejust heard in a session that all
three of us were sitting in.
We just heard in a session thatall three of us were sitting in
, um, the superintendent inTacoma schools, um, made mention
like it, the fact that AI ishere and our students are using
(05:10):
it.
We don't have to be fearful ofit.
We just have to figure out howwe will continue um to support
students' education and and andwhat I love about what he kind
of said.
He said you know it's AI.
You can start writing essayswith AI, right, Like chat GBD
can write your essay for you.
But then what is?
Assessment becomes performative, right.
(05:31):
Assessment becomes let's have aconversation about it, and what
I love about that is it becomesso much more authentic in real
world, because we're not, unlessyou're a researcher, you're not
really writing papers for therest of your life, and so that
felt very true to CAPS too,because what we do is actually
doing, not necessarily just thewriting about or the assessment
(05:51):
taking of.
So I'm really glad youmentioned that.
Nate, what are you picking?
Nate Clayberg (05:55):
up.
Well, I'm going to follow up onthat.
And that was the same comment Iwas thinking from the
superintendent at Tacoma,washington, which comes back to.
Unfortunately, as you all know,I'm a quasi educator, but not
really, I guess, so I getfrustrated with some of these
things sometimes in this world,coming from an economic
development background.
(06:16):
But he was referencing basically, I think when there's change
within a classroom or a school,there's fear that comes because
we all know what the process isand getting through and whether
there's guidelines from thestate or a school board or
whatever.
And this is how we do thingsand we're going to change things
and it gets people veryuncomfortable.
And he was basically sayingbasically learn to deal with it.
(06:39):
We're not, it's not going away,don't?
We're not going to do whatever.
And I was sitting therethinking in my mind how many
schools have blocked chat, gbtor BARD or whatever else is out
there?
I don't think they're callingit BARD anymore, but they just
are resistant.
You can't get on it like it'san adult site you're not
supposed to be on, you knowinstead of a resource.
(07:07):
So how do we advocate to do thatbut also empower teachers to
think that what students aregoing to learn from this because
, like you said, they're doingit anyway?
Um, you know, how do you?
How do we get the teachers andeducators more informed with
what the advocacy or theadvantage of it is, instead of
what the negatives can be?
and of course, I think ineducation it's always about,
well, we can't do that, you knowwe might get in trouble, or
it's, it's, or it's not going tohappen, or it's wrong or
(07:28):
whatever.
Well, how do we utilize it forthe next step?
So, going from that, this is mysecond time coming to this
conference and Alice and I wasin your shoes last year going
what is this place?
You know, with all the ed techstuff going on, ai was just kind
of coming afloat a year ago andnow it's, I would say I feel
(07:49):
like 70% of the topics arearound AI because it's hot.
Alisa Morse (07:53):
Ai hijacked! ChatGPT, hijacked everything
last year.
Nate Clayberg (07:56):
Yeah.
Alisa Morse (07:57):
Like, even if we were talking about like
something totally not technologyrelated, it just hijacked it
completely.
Nate Clayberg (08:03):
But you know ChatGPT came out and you know
everybody calls, I think, any AI, now ChatGPT.
But how quickly others came out, I don't think people think
much about.
Well, that stuff was alreadyout there.
It's not like people quicklyturn these things overnight it
was now okay.
We need to tell everybody elsewe're doing because ChatGPT is
already out there and they'relosing their market share when
(08:24):
it comes to that.
But this year what I've noticedat least, especially what I've
advocated for in conferenceslike this and the Aurora
Symposium or you name it acrossthe country, for in conferences
like this and the AuroraSymposium or you name it across
the country is I'm hearing moretalk about the workforce impact,
of whether it's education,technology products or pathways
or whatever.
(08:44):
And I think, unfortunately, likethe session we were in Corey
Moen was in this morning and theone we were at today, it wasn't
much about AI or ed tech oranything like that.
It was about real experiencesthat students are actually
having and the room haseducators in it, but it doesn't
have the investors in it.
It doesn't have some of theother players in this ecosystem
(09:07):
today that are just, I feel,like scrounging for investment
or dollars or whatever.
But I think we forget Many,many people in this conference.
I feel like don't really knowwhat they're really supporting.
You know when it comes to whowe're serving with our students
and our communities and ourschools and things like that.
(09:28):
So you know hearing pathways, Imean workforce.
So I was in a session that theYaz Prize people had with uh
Aaron Furman and uncommonconstruction out of new Orleans.
Allison Koelzer Nelson (09:39):
Yeah.
Nate Clayberg (09:39):
And he gave us four shout outs in that one
session.
Uh, about caps.
Alisa Morse (09:43):
So Corey and I are kind of have an unofficial count
of how many speaker uh speakerwe're in the teens, if not
twenties I feel like you know,it's like we're getting exposure
by not even being on the stage,you know kind of hijacking it
this last session we were inalone was just like four
different shout outs, I think,for the rural initiative, the
(10:03):
agency's initiative, the workthat we've been doing just in as
caps people you know to startwith.
So, um, that that's been.
My big takeaway is just howmuch kind of echoing yours,
alison, of like how much we'realready doing the work that
people are talking about hereand trying to figure out, which
is really cool, but also how notonly are we doing the work but
(10:27):
we are continuing to innovate onthe work.
Right, it's not enough just tosay okay, we're entering into
pathways, we're not justentering into workforce
readiness, we're actually doingthose things, but then also
figuring out what comes next,how do we improve it, how do we
make it better, how do we makeit more accessible and equitable
?
I mean, I think that's also areally big topic right now is
how do we make sure thatworkforce readiness and
(10:50):
career-connected learning isn'tjust for suburban kids, it's for
kids out in rural communities.
That the head of schools inIndiana actually just in this
last session was saying you know, they're working with a rural
school that has literally onlyone employer and that is the
school district, and so how doesthat that community do
(11:12):
workforce readiness and careerconnected learning, um, and so,
yeah, for me, I'm just kind ofabsorbing all these scenarios
and things that it's just a nicereminder to say, okay, it's not
enough to to be doing the thing.
We also have to be iteratingand and taking the next step on
what we're doing.
Yeah, um, so cool.
(11:33):
Thanks for those reflections.
I think, um one of the reasonsI wanted to make sure that we
came to you all, um, ouraudience from ASU GSB live, um,
I mean, I'm sure you can hearthe background noise.
There's a little bit going onaround us.
You know there are 7,000, thereare 7,000 people here.
Consider yourself immersed withus.
Max (11:53):
Right.
Alisa Morse (11:55):
Um, but it reminded me, like I mentioned, about a
conversation that I had withthree young men, um, from the
launch program in Wisconsin.
Um, because they and this, Ihad this conversation six months
ago.
So just keep that in mind.
This conversation I had withthese young men happened six
months ago, before ASU GSB waseven on my mind at the time, and
(12:19):
they themselves brought up thefuture of education and what
they want to see out ofeducation, which is that other
takeaway that I'm bringing away.
It's like hey, reminder to allof you innovators out there.
Students have to be at thecenter, we have to be the focus.
So we're going to leave youtoday with that conversation.
I hope you listen all the waythrough because there's lots of
(12:41):
great nuggets and some humor andreally, just from the mouths of
the students who areexperiencing it themselves, they
even, you know, talk about whatit might look like for their
younger selves or their youngersiblings to go through a caps
like experience.
So that's a pretty neat thing.
So thank you all for tuning in.
We will be back with you in acouple of weeks from the quote
(13:04):
unquote studio, not necessarilyon the road, but we love you all
.
Thank you for doing the workthat you're doing.
We know that you arepersevering through a lot of
tough things Right and you'reyou're solving problems, and
know that you are perseveringthrough a lot of tough things
right and you're you're solvingproblems and getting creative
and being innovative.
So keep doing that thing,coramone would tell you.
The tipping point is near.
Trust that we're here in themiddle of it.
We're in the thick of it rightnow and it is coming and you are
(13:27):
at the forefront of it.
So enjoy the conversation anduntil next time, we'll see you
later.
Liam (13:37):
So enjoy the conversation and until next time.
We'll see you later so.
Johnathan (13:46):
I'm Liam.
I'm from Brookfield East andright now we're doing a launch
at Brookfield Central.
Max (13:49):
My name is Jonathan.
I'm also from Brookfield East.
Alisa Morse (13:50):
My name is Maxers and I also go to Brookfield East
Cool.
So thanks guys for sitting hereand talking to me, because so
I've been talking to you forwhat?
Two minutes now and you'vealready asked some really cool
questions and shown me a reallygreat project.
One of you has done launchbefore right, so you've been.
This is your second year in it.
Let's start there real quick.
Can you tell me a little bitabout what that launch
(14:11):
experience was like lastsemester?
Max (14:18):
I feel like it was completely different from every
other launch or every otherexperience I had, and it feels
probably to more somethingsimilar that you would
experience in a technicalcollege, and I feel like this is
great, because I actually planon going to a technical college.
So I feel like this is just areally good intro to help me
introduce.
Alisa Morse (14:31):
Cool.
So what kind of skills do youfeel like you've learned and
this goes for all of you like ina week and a half, what skills
have you learned so?
Johnathan (14:37):
far.
I think this classroom reallybranches out from the
traditional idea of having apacket taking notes, sitting
down and listening the entireperiod.
It makes it feel morecollaborative and I'm more
engaged with the students aroundme and sure, in traditional
schooling they like to turn andtalk, do partner groups, but it
(14:58):
just feels very um rinse andrepeat the style of school that
we're always doing.
I definitely plan on takinganother launch course because,
um, it keeps me engaged morethan any other class.
Alisa Morse (15:11):
That's awesome, awesome, how about?
Liam (15:13):
you.
So, like I don't know, like forme, I've always like seen
school as kind of like a loop,like you're kind of just doing
the same thing every day but youmay be learning something new.
But when you're doing launch orlike these launch, courses kind
of bring more of like acreative thinking and like idea
iteration, where you're kind oflike coming up with your own
ideas, testing them, and you'relike learning hands-on more than
(15:35):
like learning from stuff thatpeople have already learned.
You know what I mean?
Alisa Morse (15:39):
Yeah, and how about you?
What's the most impactful skillyou think you learned last year
?
Max (15:42):
Personally, I think the most impactful skill is problem
solving, but also the fact thatI feel like in a lot of like my
normal classes, I like zone outand I have a trouble focusing,
but here I'm always in focusbecause this is relevant to what
I want to do in life and I feellike this this is completely
different from a normalclassroom experience and you're
(16:04):
not just giving stuff, you haveto figure it out.
I like that aspect.
Alisa Morse (16:07):
Very cool, okay, so I also want to say that within
those first two minutes of ustalking, you all started to ask
me hey, have you ever thoughtabout taking launch to younger
students?
Which gets me really excitedand gets me like going, because
it is something we thought aboutfor a while at the CAPS network
about how do we bring thisexperience to younger people.
But then you also have somereally cool insight as to how we
(16:28):
could do that or what theimpact might be, so you mind
sharing your thoughts on that?
Liam (16:33):
yeah, I mean, I feel like school for a long time has kind
of just been like like what itstarted as training people to be
factory workers, trainingpeople to just do the same thing
over and over again.
But, like with launch, you'rekind of like learning to be
creative and like it's preparingyou more for the real world of
today rather than the real worldof like 20 years ago, 30 years
ago.
Johnathan (17:00):
I think that the different style and structure of
launch like Max said, there's alot of problem solving done.
I think a lot of school isleading you to an answer Like
I'll get like a fill in theblank packet and I read the
thing thing.
I know what answer I'm tryingto get here there is no right
answer.
I can come up with my own ideasand iterations and um present
them and if I'm wrong and itdoesn't work, there's no issue
(17:23):
there and I can always go backand try again.
And it's that style, like liamsaid, really does prepare me for
the future more than a packet.
Liam (17:33):
I really hate packets.
We are bringing it in like thisFair, like why wouldn't you
just bring it in earlier?
What's the difference, orwhat's the?
Johnathan (17:42):
drawback from that?
The only thing I don't likeabout Launch is the fact that I
didn't have it earlier.
Yeah.
Max (17:47):
Same here, good to know Personally.
I feel like the education systemhas been like relatively the
same.
It's always the same, but thejob world is always.
It's always expanding, it'salways different and I feel like
school is somewhat stilleffective so that, but it's more
of a roundabout way.
But here in launch you get tolearn about how this career
(18:08):
operates, or how this fieldoperates, and you get a feel
that this is what you reallywant to do, because if you're
late in college and then youstart your first internship, it
might be too late to change yourcareer.
But here, if you're not happywith something, you have the
chance to explore and figure outwhat you want to do with your
life and what you want to do andsomething that makes you happy.
Alisa Morse (18:25):
So yeah, um, you guys are awesome.
This is is great.
Sorry, continue.
Johnathan (18:32):
Not only that, but introducing it to younger
students, introducing them to anew style of education, is, I
think, the most important time.
Again, I wish I would have hadthis as an eighth grade or a
freshman even younger than that,because then I'm getting
(18:52):
introduced to new ways ofthinking they're already going
to do this in like othercountries, though.
Liam (18:56):
It's like a form of launch .
It's like basic education, likemost other European countries,
where you pick a field onceyou're in, like eighth grade,
and then you learn about thatfield throughout your high
school career rather thanwaiting until you're in college.
Johnathan (19:12):
This has like been observed to be effective in
other countries as well.
Finland, I think, has the mosteffective education system.
They do something similar tothis, so I think this evolution
of education is really important.
Alisa Morse (19:30):
You're blowing my mind here about how aware you
all are of the education systemas a whole, which is really cool
, but can you put yourselvesback in eighth grade?
Imagine yourself being back ineighth grade and somebody
bringing an experience likeLaunch to you.
What difference do you think itwould have made for you as a
(19:52):
senior?
Where do you think you'd be nowif you had this?
I?
Liam (19:54):
would have been more excited and I would have known
where I want to go more, because, like when you're, when you're
doing stuff at school, rightyou're kind of just learning
what they want you to learn andyou're not learning what you
want to learn.
And I feel like when you learnwhat you want to learn, then you
gain a better understanding ofwho you are and where you want
to go, gain a betterunderstanding of who you are and
where you want to go in.
Johnathan (20:14):
Um, in my eighth grade, I found myself asking the
question um, when am I evergoing to use this in real life?
A lot, and I think launchintroducing you to these careers
and um other like pathways inlife.
It answers that question.
You know, um, oh, pre-algebra,what was it?
Pre-doubt graduate?
(20:34):
You're supposed to learn in thefifth grade you're an
accelerated mathyeah, oh, but um, I think that
all these math courses that Inow take, um, I could have been
taking a lot earlier because Iknow that I was going to need
those classes for the careerthat I wanted to go into.
Max (20:52):
And to piggyback off what he said, I feel like with the
launch experience, if I had itback in eighth grade I mean I
did have an internship with myschool district and I feel like
more people would have like aninternship to getting like a job
because I know a lot of peoplework but I feel like if they
could do something like aninternship in high school like,
(21:14):
for example, tech field great,you work at a company and as a
high school student doing this,and that I feel like that would
be more introducing, and launchteaches you all this
pre-professional skills.
So that'd just be great to haveit in eighth grade so you can
have a certain life.
Liam (21:33):
Great to have it in eighth grade so you can have a certain
life.
I really appreciate how Launchbrings the core classes into the
field that you're doing.
A Launch for Like this is likeEnglish, but it's like English
built into how you would use itin the engineering field, so
you're not like just reading abook about Romeo and Juliet,
you're reading like a book aboutwhat was it like design or like
iteration, that's those kind ofthings.
I think that that's reallyhelpful and useful.
Johnathan (21:55):
Reading and writing is important, but not if it's
just by itself.
It's not as effective if it'sjust purely writing.
I want to be introduced to theways that I can use writing.
I'm more motivated to usewriting, you know, and I thought
what Max said was reallyinteresting, because I've been
(22:16):
trying to get an internship withengineering companies for
forever, because I want to gothe college route, and putting
that on an application or atranscript is huge.
It's really big to have aninternship and I think the fact
that this, that Launch, bringsthose internships and those
company partnerships is reallygood.
Max (22:35):
It's really interesting and also makes connections, which
allows you to even land, even ifyou work with them in a project
, in Launch.
It could be the home of yourfuture job and you have those
connections that you can retainthrough high school and college
and beyond.
And that's great because youknow, I feel, feel like maybe
without launch you'd have tostart from the bottom, but at
(22:55):
least with the launch programyou have some kind of step store
besides a college experienceand a high school diploma just
another, just another likerandom thought before we have to
go I was gonna say we'rerunning dead on time, so I want
to make sure you get out of here.
Liam (23:06):
I feel like if we introduce launch at a younger
age, just like how I saidearlier, is because we get a
better understanding of whatthey want to do and then you can
land internships with thecompanies that you work with and
maybe eventually that wouldhelp kids who can't afford
college not need to go tocollege as much because they're
already in there with thecompanies and the fields that
they want to work in.
Max (23:26):
And even possibly have some kind of deal where you could
work with a company and alsothey could pay for part of your
education or even fund youreducation as a whole.
So you can continue to workwith them because they will see
you as a, as a prospect andreally smart and in a valuable
way.
Alisa Morse (23:42):
It's true?
Yeah, absolutely Well, thankyou guys so much for talking to
me.
I really appreciate it.
Thank you for taking the time.
I am excited to hear about whatthe rest of the semester is
like for you all.
Johnathan (23:52):
So I'll stay in touch .
I'll come back and check in.
Alisa Morse (23:54):
Cool, thank you.
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