The Learning Collaborative

The Learning Collaborative was founded on a desire to contribute to public good and further learning.

The Learning Collaborative is composed of leading academics, scholars, educators and institutions. It conducts research on applied work in schools that will drive learning for children at a state and nationwide scale and contribute to global understanding of how children learn.

The Learning Collaborative conducts large-scale, randomised A/B testing to compare different approaches to instructional design and academic programming. The studies undertaken by the Collaborative are based upon a real-time analysis of challenges hindering pupil achievement or a desire to contribute to the academic understanding of theories that the broader education community is examining such as, “students are reading with fluency, but are struggling with comprehension” or “students struggle with long-term retention of key math concepts.”

How does the Learning Collaborative Work?

  • Once a study has been identified, the Collaborative consults, studies and reflects, drawing on the advice of field researchers and instructional design teams and from existing writings and studies from cognitive scientists and researchers.
  • After resolving which solution to explore, a formal A/B evaluation is designed. The study is conducted within schools and classrooms of one or more NewGlobe programmes. Studies range in longevity from a single term to an academic year.
  • Following conclusion and analysis, the approach which generated the largest learning gains for students is deployed across the NewGlobe network and made available to the wider academic and practitioner communities through the publication of findings.

Context for Studies

  • The Learning Collaborative connects partnering researchers with NewGlobe Programmes, which provides the school-based context for educational evaluations conducted at scale.
  • Partnering researchers working within the Learning Collaborative have the unique opportunity to implement RCTs in multiple school contexts.
  • Implementation in a large school network also means that studies can be implemented at scale and therefore generate statistically significant findings.

Implementation Expertise

  • The Learning Collaborative brings a significant amount of institutional knowledge and expertise about how to design and deliver effective learning programmes at scale.
  • This expertise allows partnering researchers to realize a research agenda, even if they lack specific knowledge about how to design the corresponding programme in a NewGlobe context or implement the programme at scale.

Data on Implementation and Outcomes

  • NewGlobe programmes collect a vast amount of data on learning including assessment outcomes, lesson delivery, attendance, and school quality measures.
  • NewGlobe also collects qualitative learning data as part of its programming.
  • Within Learning Collaborative studies, some of this learning data can be used to control for a wide variety of factors in order to obtain a more precise estimate for impact.

Practical Impact of Research

  • The Learning Collaborative is entirely focused on applied research. Effective outcomes will be implemented at scale across NewGlobe’s full programme portfolio, bringing the learning benefits to a million students.
  • In addition, the Learning Collaborative provides partnering researchers with a platform to share their work with policymakers in a position to act on evidence and respond to the results of an evaluation at a state-wide or national level. 

Thought Leadership