Education Unbound Ds


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  • Mainstream education is moving away from the Victorian/Fordist model of education. It is not easy – educational change is complex – but it is beginning to take shape. The key descriptors laid out in this slide describe a learning context that is about providing services and offerings around the need of the learner; that build on their interests, out of school learning and experiences, and that support not just classroom activities, but family learning and linking with the community. This is supported by well applied technologies that support new learning networks and access to tools, support and expertise where and when the learner requires it.
  • To help describe these terms, some references have been inserted within the text. PersonalisationBuilding services around the need of the learner – content, support, time, place, tools etc. How can learning experiences be tailored to suit the needs of the learnerLearner Voice2008 Harnessing Technology 2 Strategy advocates a ‘learner driven’ education strategy in the use of ICT; but wider than the use of ICT, this is listening and acting upon the voice of learners in a negotiated curriculum – to lead towards greater personalisation.Use of new technologiesSupporting the above goals and appropriately applying technology to realise the sorts of activities highlighted above.10% of Build Schools for the Future funding is for ICT (about £1450 per pupil) – also investment in primary school rebuilds (Primary Capital Projects)Molenet funding - £10m over 2 years just for mobile technologies within HE (new partnerships and networks etc)New school Infrastructure£14bn spent on renewing, rebuilding schools and their infrastructure. Early builds were criticised for renewing existing practices and traditions, but more recently more focus has been spent upon visioning, of understanding new educational challenges and building for this new approach for the provision of education.
  • DFES to DSCF – in name and focusFunding for home access broadband (parental choice of device)Becta responsibility for family learningInvestigating into the Future of Lifelong Learning (NIACE – National Institute for Adult Continued Education)Particularly change in delivery model of learning. Not using mobile devices as ‘third screen’ to deliver educational content, but enabling the learner to access the data, information and knowledge that they want, when they want.Not teacher controlled content, but learner accessible devicesThere is still a core entitlement. There are still assessment goals. There is still a role for domain expertise and subject knowledge – but there is more emphasis upon the learner’s rights, expectations and voice.
  • Based around some shared principles of mobile learning
  • Working with the Department for Children, Schools and Families – this programme is investigating possible social and technological changes 2025 and beyond, and then to understand the implications for education. It is an example of a greater emphasis upon a systematic investigation of the future and of future need; which in turn (along with other programme of research) is providing the evidence to support the sorts of changes I have detailed in this brief presentation.In order to prepare for this uncertain future then, I would suggest that investment in education – across the lifecourse – will increase in order to ensure there is appropriate preparation for an uncertain future.
  • Education Unbound Ds

    1. 1. How social technologies are blurring formal and informal learning<br />Dan Sutch<br />
    2. 2. Key descriptors of a changing educational paradigm:<br />Personalisation<br />Learner Voice<br />Use of new technologies<br />New school infrastructure<br />Linking to informal learning<br />Extended schools<br />Family Learning<br />Lifelong learning<br />
    3. 3. Key descriptors of a changing educational paradigm<br />Personalisation<br />“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 <br /> Key policy documents: Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Gilbert Review (2007).<br />Learner Voice<br />“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<br /> 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). <br />Use of new technologies <br />“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 <br /> 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).<br />New school infrastructure<br />“spaces will need to use technology – both within and outside classrooms – to enhance learning.” Gilbert Review, 2007 <br /> Key policy documents: 14-19 education and skills (2005); Children’s plan (2007); Extended schools (2007); Gilbert review (2007); BSF website<br />
    4. 4. Key descriptors of a changing educational paradigm<br />Links to informal learning<br />“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 <br /> Key policy documents: Extended Schools (2007); Learning Outside the Classroom Manifesto (2006); Shaping the Way Ahead (2008); Youth Matters (2006).<br />Extending schools<br />“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 <br /> Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Youth Matters (2006).<br />Family Learning<br />“[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<br />Lifelong Learning<br />“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 <br />Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Leitch Review of Skills (2006).<br />
    5. 5. Supporting the mobile learner<br />‘Pulsating networks of learning’<br />New ways of organising formal<br />New interactionbetween social actors<br />New relationships between use of space, time, resources (including people)<br />‘Porous classroom’ and ‘gathered classroom’<br />
    6. 6. Centre of a web<br />Augmenting Spaces<br />Enabling learners:<br /><ul><li> To be at the centre of a web of resources, people and information
    7. 7. To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop</li></ul>Learners being:<br /><ul><li>More active in choosing appropriate tools to organise and manage social and learning opportunities.</li></ul>Enabling learners (through location sensitive technology):<br /><ul><li> To augment real spaces with virtual worlds</li></ul>Learners:<br /><ul><li>Experiencing hidden worlds of geography or history
    8. 8. Interacting with real environments whilst investigating creative or abstract information</li></ul>Consider: content delivery, information retrieval; where resources are kept and how/where accessed.<br />Consider:how technology can change a physical space, without altering the physicality<br />Mobile Presence<br />Capture, MANIPULATE and share<br />Enabling learners:<br /><ul><li>To represent themselves in multiple ways</li></ul>Learners:<br /><ul><li>Taking on different roles within social and virtual contexts
    9. 9. Showing their own intentions, interests and requirements – beginning new learning conversations</li></ul>Enabling learners:<br /><ul><li>To capture, manipulate and then publish rich multimedia data</li></ul>Learners:<br /><ul><li>Capturing experiences in a wide variety of ways
    10. 10. Creatively engaging with data – making it appropriate and personal
    11. 11. Publishing to a wide variety of audiences</li></ul>Consider: new ways of organising groups, new learning conversations, role of social software.<br />
    12. 12. 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<br />Long term futures programme intended to<br />Enhance the ‘futures thinking’ capacity of the UK education system<br />Inform current strategy, decision making and planning<br />Futurelab running the programme in partnership with DCSF<br /><br />
    13. 13. Blurring of the boundaries... ...greater definition of the focus<br />
    14. 14. Dan Sutch<br /><br />
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