How social technologies are blurring formal and informal learning Dan Sutch firstname.lastname@example.org
Key descriptors of a changing educational paradigm: Personalisation Learner Voice Use of new technologies New school infrastructure Linking to informal learning Extended schools Family Learning Lifelong learning
Key descriptors of a changing educational paradigm Personalisation “We believe that personalising learning and teaching must play a central role in transforming England’s education service [...] between now and 2020.” Gilbert Review, 2007 Key policy documents: Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Gilbert Review (2007). Learner Voice “Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.” Article 12, United Nations Convention on the Rights of the Child, 1989 Key policy documents: Children’s Plan (2007); Every Child Matters (2004); United Nations Convention on the Rights of the Child (1989); Young People: Leading Change (2008). Use of new technologies “We aim to put learners, young people – and their parents – in the driving seat, shaping the opportunities open to all learners to fit around their particular needs and preferences. In achieving these goals the effective use of interactive technologies is absolutely crucial.” Harnessing Technology Strategy, 2005 Key policy documents: Children’s Plan (2007); Gilbert Review (2007); Harnessing Technology Strategy (2005); Harnessing Technology Strategy: Next generation learning (2008); Leitch Review of Skills (2006). New school infrastructure “spaces will need to use technology – both within and outside classrooms – to enhance learning.” Gilbert Review, 2007 Key policy documents: 14-19 education and skills (2005); Children’s plan (2007); Extended schools (2007); Gilbert review (2007); BSF website http://www.partnershipsforschools.org.uk/
Key descriptors of a changing educational paradigm Links to informal learning “We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Learning Outside the Classroom Manifesto, 2006 Key policy documents: Extended Schools (2007); Learning Outside the Classroom Manifesto (2006); Shaping the Way Ahead (2008); Youth Matters (2006). Extending schools “We have increasingly strong evidence showing the positive impact of extended services on children’s motivation, behaviour and engagement with learning. This is beginning to yield real improvements in attainment, particularly for the most disadvantaged pupils. And families and local communities are benefiting too, through access to a wider range of opportunities which, in turn, raise aspirations.” Extended Schools: Building on Experience, 2007 Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Youth Matters (2006). Family Learning “[The new department] will now focus on the significant challenges that remain – raising standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. The new structure will also allow us to respond to new challenges that will affect children and families: demographic and socio-economic change; developing technology; and increasing global competition.” DCSF website, 2007 Lifelong Learning “Despite recent progress, the UK has serious social disparities with high levels of child poverty, poor employment rates for the disadvantaged, regional disparities and relatively high income inequality. Improving our skill levels can address all of these problems.” Leitch Review of Skills, 2006 Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Leitch Review of Skills (2006).
Supporting the mobile learner ‘Pulsating networks of learning’ New ways of organising formal New interactionbetween social actors New relationships between use of space, time, resources (including people) ‘Porous classroom’ and ‘gathered classroom’
Centre of a web Augmenting Spaces Enabling learners:
To be at the centre of a web of resources, people and information
To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop
More active in choosing appropriate tools to organise and manage social and learning opportunities.
Experiencing hidden worlds of geography or history
Interacting with real environments whilst investigating creative or abstract information
Consider: content delivery, information retrieval; where resources are kept and how/where accessed. Consider:how technology can change a physical space, without altering the physicality Mobile Presence Capture, MANIPULATE and share Enabling learners:
To represent themselves in multiple ways
Taking on different roles within social and virtual contexts
Showing their own intentions, interests and requirements – beginning new learning conversations
To capture, manipulate and then publish rich multimedia data
Capturing experiences in a wide variety of ways
Creatively engaging with data – making it appropriate and personal
Publishing to a wide variety of audiences
Consider: new ways of organising groups, new learning conversations, role of social software.
The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond Long term futures programme intended to Enhance the ‘futures thinking’ capacity of the UK education system Inform current strategy, decision making and planning Futurelab running the programme in partnership with DCSF www.beyondcurrenthorizons.org.uk
Blurring of the boundaries... ...greater definition of the focus