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Developing sustainable communities of practice<br />using digital media to support the teaching of Triple Science<br />Man...
10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – ...
Aims<br />The overall aim is to develop a ‘sustainable community’ of triple science practitioners – to support collaborati...
Challenge of Innovation<br />‘...change in education may now be thought of as a constant condition, rather than an event’<...
End-user innovation<br />	… a source of innovation, only now becoming widely recognized, is end-user innovation. This is w...
Challenge of starting online communities of practice then...<br />‘… the fallacy is to think that social networks are made...
10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – ...
Putting the ideas into practice<br />
Putting the ideas into practice<br /><ul><li>Poor communication and access to information
Poor participation in teams
Poor goal definition
Poor alignment of actions to goals
Poor monitoring of results (standard and non-standard)</li></ul>O'Sullivan, 2002<br />
Putting the ideas into practice<br /><ul><li>Poor communication and access to information
Enaction of innovation
Teachers independence and influence
Poor participation in teams
 Teachers and peers
Teachers professional development
Support network
Time to understand
Time to understand
Time to personalise
Time to personalise
Poor goal definition
Poor alignment of actions to goals
Poor monitoring of results (standard and non-standard)
Teachers adapting to change</li></ul>Bates (2000) <br />
Putting the ideas into practice<br /><ul><li>Poor communication and access to information
Understanding new approach
Enaction of innovation
Teachers independence and influence
Poor participation in teams
Confidence in new approach
 Teachers and peers
Confidence in new approach
Management of tools
Teachers professional development
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LSN Triple Science workshop

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Overview presentation for Triple Science workshop July 2010

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  • 10 – 10.30 Introduction to the Day (Mark/Beth); overview of the agenda (Dan)Trying to understand what the challenges are – from your experience and wider research. Trying to link these to motivations and reasons to try to overcome them.Then, sharing experiences of how we can overcome them, before building some shared resources to support others in overcoming that work.We’ll be building a shared document today that hopefully will provide useful to you all outside of this day in working with othersThe elevator pitches will
  • Shorter term challenges: whether adapting to new assessment approaches and curricula; seeking to take advantage of the affordances of new technologies; trying to find new ways to support specific learners, or adapting to the particular needs/requirements of a class ... Change as constant.
  • 10.30 – 11.15: The challenges of using digital media in science teachingSo we start off with some of the challenges that teachers see in using digital media.20 min ‘brainstorm’ in small groups to map the key challenges to using digital media in the science classroom.  Each participant to write a few issues on post-it notes; groups then to sort the issues into themes (which should emerge during the session, but are likely to include technical, time, motivation/need etc).  Groups then use Google docs to share their own lists, building a shared set of challenges the participants are aware of to using digital media in the classroom.  (note – need to ensure good wireless access for all participants and that they either bring their own laptops or we provide one per group) Dan to facilitate sharing of list: Point #1 working as a team/network we (should) have found shared challenges (beginnings of a community) and new ideas from others.
  • 20 min ‘brainstorm’ in small groups to map the key challenges to using digital media in the science classroom.  Each participant to write a few issues on post-it notes; groups then to sort the issues into themes (which should emerge during the session, but are likely to include technical, time, motivation/need etc).  Groups then use Google docs to share their own lists, building a shared set of challenges the participants are aware of to using digital media in the classroom.  (note – need to ensure good wireless access for all participants and that they either bring their own laptops or we provide one per group)
  • 11.30 – 12.30 Overcoming the barriersDan to lead: brief overview of ways of looking at the barriers (based on FL research literature); 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional community
  • 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional communityhttp://spreadsheets.google.com/ccc?key=0An0q-sC0_YyhdGlxaUgydGp0b0IwTW5tT0pINTZxWmc&amp;hl=en#gid=1
  • Conversational space, how do you make sure those gaps are closed – innovation intermediaries
  • 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional communityhttp://spreadsheets.google.com/ccc?key=0An0q-sC0_YyhdGlxaUgydGp0b0IwTW5tT0pINTZxWmc&amp;hl=en#gid=1
  • 1.00– 1.30 Recap of morning’s activities and introduction to afternoon sessionDan to present a range of tools and resources for using digital media in the classroom (search tools, authoring tools, video resources, presentation tools and communication tools).  Linking from the emerging practices shared in the morning – the aim is to provide a range of developments that may support the use of digital media in the classroom.
  • 1.30 – 2.30 Creating ‘elevator pitches’Using Flip cams, Qik, VoiceThread etc, small groups are to create elevator pitches (2-3 min powerful messages) for either: ‘the role of digital technologies in science teaching’ or ‘the use of the [LSN] network’.  This session should support the participants in starting from real classroom-based challenges, to describing the benefits (and linked resources) that may be found through the network(Note – this session should create useful resources that can populate the sharepoint site and/or be used by consultants and teachers to share their work with
  • elevator pitches’Using Flip cams, Qik, VoiceThread etc, small groups are to create elevator pitches (2-3 min powerful messages) for either: ‘the role of digital technologies in science teaching’ or ‘the use of the [LSN] network’.  This session should support the participants in starting from real classroom-based challenges, to describing the benefits (and linked resources) that may be found through the network(Note – this session should create useful resources that can populate the sharepoint site and/or be used by consultants and teachers to share their work with
  • 2.30 – 2.45 Sharing elevator pitchesParticipants acting as critical friends for each others’ work.  Do pitches address concerns that they each face, do they make recommendations that will support teachers?
  • 3.30  - 3.45 Plenary, gathering next steps and end.Dan to overview the journey of the workshop in relation to processes of educational change (relate to ownership, motivations for joining and participating in communities and future need for involvement in community).  Mark/Beth summing up next steps
  • Transcript of "LSN Triple Science workshop"

    1. 1. Developing sustainable communities of practice<br />using digital media to support the teaching of Triple Science<br />Manchester, 8th July, 2010<br />Dan Sutch dan.sutch@futurelab.org.uk<br />
    2. 2. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    3. 3. Aims<br />The overall aim is to develop a ‘sustainable community’ of triple science practitioners – to support collaborative delivery (collaborative development, practice, support and reflection) and the use of digital media.<br /> <br />The aim of the day is to understand the challenges of being (actively) involved in such a community; the challenges of getting (and remaining) involved, and the ways in which digital technologies can support this community.<br />
    4. 4. Challenge of Innovation<br />‘...change in education may now be thought of as a constant condition, rather than an event’<br />Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5<br />
    5. 5. End-user innovation<br /> … a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs<br /> “end-user innovation [is], by far, the most important and critical”<br />Eric Von Hippell Sources of Innovation<br />
    6. 6. Challenge of starting online communities of practice then...<br />‘… the fallacy is to think that social networks are made up of people. They’re not; social networks consist of people who are connected by a shared object [aim].’<br />JyriEngestrom<br />
    7. 7. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    8. 8. Putting the ideas into practice<br />
    9. 9. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    10. 10. Poor participation in teams
    11. 11. Poor goal definition
    12. 12. Poor alignment of actions to goals
    13. 13. Poor monitoring of results (standard and non-standard)</li></ul>O'Sullivan, 2002<br />
    14. 14. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    15. 15. Enaction of innovation
    16. 16. Teachers independence and influence
    17. 17. Poor participation in teams
    18. 18. Teachers and peers
    19. 19. Teachers professional development
    20. 20. Support network
    21. 21. Time to understand
    22. 22. Time to understand
    23. 23. Time to personalise
    24. 24. Time to personalise
    25. 25. Poor goal definition
    26. 26. Poor alignment of actions to goals
    27. 27. Poor monitoring of results (standard and non-standard)
    28. 28. Teachers adapting to change</li></ul>Bates (2000) <br />
    29. 29. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    30. 30. Understanding new approach
    31. 31. Enaction of innovation
    32. 32. Teachers independence and influence
    33. 33. Poor participation in teams
    34. 34. Confidence in new approach
    35. 35. Teachers and peers
    36. 36. Confidence in new approach
    37. 37. Management of tools
    38. 38. Teachers professional development
    39. 39. Support network
    40. 40. Time to understand
    41. 41. Time to understand
    42. 42. Time to personalise
    43. 43. Time to personalise
    44. 44. ITT and CPD
    45. 45. Time constraints
    46. 46. Access to training
    47. 47. Poor goal definition
    48. 48. Understanding new approach
    49. 49. Poor alignment of actions to goals
    50. 50. Poor monitoring of results (standard and non-standard)
    51. 51. Teachers adapting to change</li></li></ul><li>Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    52. 52. Understanding new approach
    53. 53. Inspection and review
    54. 54. Enaction of innovation
    55. 55. Assessment constraints
    56. 56. Teachers independence and influence
    57. 57. Poor participation in teams
    58. 58. Confidence in new approach
    59. 59. Teachers and peers
    60. 60. Fear of unknown
    61. 61. Personal interests
    62. 62. Challenge to ‘power’
    63. 63. Curriculum constraints
    64. 64. Personal desire
    65. 65. Confidence in new approach
    66. 66. Management of tools
    67. 67. Teachers professional development
    68. 68. Support network
    69. 69. Time to understand
    70. 70. Time to understand
    71. 71. Time to personalise
    72. 72. Time to personalise
    73. 73. ITT and CPD
    74. 74. Time constraints
    75. 75. Curriculum constraints
    76. 76. Access to training
    77. 77. Poor goal definition
    78. 78. Imposed practices
    79. 79. Understanding new approach
    80. 80. Poor alignment of actions to goals
    81. 81. Separation of new practice with personal beliefs
    82. 82. Poor monitoring of results (standard and non-standard)
    83. 83. Teachers adapting to change</li></li></ul><li>Barriers to using digital media<br />Using post-it notes: what are the key challenges to using digital media in the science classroom.<br />write a few issues on different post-it notes<br />Sort them with your group in to themes (technical issues, confidence, support, time etc)<br />Using google docs – can we compile a shared list of challenges? <br /> what similarities are there between groups? what links the themes?<br />
    84. 84. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    85. 85. Putting the ideas into practice<br /><ul><li>Poor communication and access to information
    86. 86. Understanding new approach
    87. 87. Inspection and review
    88. 88. Enaction of innovation
    89. 89. Assessment constraints
    90. 90. Teachers independence and influence
    91. 91. Poor participation in teams
    92. 92. Confidence in new approach
    93. 93. Teachers and peers
    94. 94. Fear of unknown
    95. 95. Personal interests
    96. 96. Challenge to ‘power’
    97. 97. Curriculum constraints
    98. 98. Personal desire
    99. 99. Confidence in new approach
    100. 100. Management of tools
    101. 101. Teachers professional development
    102. 102. Support network
    103. 103. Time to understand
    104. 104. Time to understand
    105. 105. Time to personalise
    106. 106. Time to personalise
    107. 107. ITT and CPD
    108. 108. Time constraints
    109. 109. Curriculum constraints
    110. 110. Access to training
    111. 111. Poor goal definition
    112. 112. Imposed practices
    113. 113. Understanding new approach
    114. 114. Poor alignment of actions to goals
    115. 115. Separation of new practice with personal beliefs
    116. 116. Poor monitoring of results (standard and non-standard)
    117. 117. Teachers adapting to change</li></li></ul><li>Reducing the resistances to change<br /><ul><li>Sharing innovation and early ideas
    118. 118. Networks of practice
    119. 119. Distributed leadership
    120. 120. Conversation
    121. 121. Networks of practice
    122. 122. Sharing innovation and early ideas
    123. 123. Communication
    124. 124. Conversation
    125. 125. Risk management
    126. 126. Showcases
    127. 127. Reprofessionalisation of teachers
    128. 128. Tools and resources
    129. 129. Conversation
    130. 130. Distributed leadership
    131. 131. Distributed leadership
    132. 132. Conversation
    133. 133. Champion of innovation
    134. 134. Communication
    135. 135. Showcases
    136. 136. Sharing innovation and early ideas</li></li></ul><li>Overcoming the barriers<br />How are the barriers articulated by teachers/heads etc?<br />What are the benefits to attempting to overcome the barriers?<br />Sharing stories of when barriers have begun to be overcome<br /> - what practices ?<br /> - what tools/resources ?<br /> - what examples ?<br />Share in groups & on google docs (30 mins)<br />
    137. 137. Key theme: no sharing online<br />How is it described?<br />Tech problem? Pedagogic problem? Individual problem?<br />- ‘no time to share’<br />- ‘people using resources but not commenting’<br />- ‘high downloads, low uploads’<br />- ‘no time to search online’<br />‘ no time to QA resources’ <br />Benefits<br />- innovation happens at intersection of disciplines<br />- where it goes on, sharing can lower preparation, time increase resources elsewhere etc etc<br />
    138. 138. Distance and dependence <br />Intertwining of practice and technology rather than ‘pedagogy before practice’<br />Innovation Itself<br />
    139. 139. Perceived and actual <br />Different characteristics: Longevity, Fecundity, Copy Fidelity, <br />Innovation Itself<br />
    140. 140.
    141. 141.
    142. 142. Overcoming the barriers<br />Sharing stories of when barriers have begun to be overcome<br /> - what practices ?<br /> - what tools/resources ?<br /> - what examples ?<br />Share in groups & on google docs (30 mins)<br />
    143. 143. Personal Learning Networks<br />Personal Learning Networks are created by the person at the centre of them. As such, they are difficult to describe as each can vary greatly from others, yet they can be characterized as non-formal networks that take advantage of digital and physical tools to bring together the most useful and interesting sets of people to provide ideas, inspirations, resources and support systems. These networks are reciprocal, flexible and necessarily personal.<br />It is interesting that the reciprocity of PLNs comes by taking advantage of current social processes, rather than setting out to encourage new activities for people to share innovations. That is, by utilising existing sharing networks (Twitter, Facebook, google Docs, TeachMeet) the single act of sharing becomes used for a variety of purposes which are contextualised by other parts of the PLN.<br />http://www.edtechpost.wikispaces.com/PLE+Diagrams<br />
    144. 144. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    145. 145. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    146. 146. http://goanimate.com/<br />YackPack<br />Slideshare<br />Space Missions<br />www.diigo.com<br />Bubbleply<br />www.skrbl.com<br />www.nextgenteachers.com<br />www.twitter.com<br />
    147. 147. Future possibilities<br />
    148. 148. www.powerleague.org.uk<br />
    149. 149. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    150. 150. Elevator pitches<br />In groups choose:<br /> - a barrier (or theme)<br /> - a tool/resource<br /> - a practice<br /> ... And create an elevator pitch to share the benefits of a new approach to teaching science<br /> - ensure you describe the challenges and the benefits.<br />
    151. 151. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    152. 152. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    153. 153. 10.00 – 10.30Introduction to the Day<br />10.30 – 11.15Challenges of using digital media in science teaching<br />11.15 – 11.30 Break<br />11.30 – 12.30 Overcoming the barriers<br />12.30 – 1.00 Lunch<br />1.00 – 1.30 Recapping and awareness raising<br />1.30 – 2.30 Creating ‘elevator pitches’<br />2.30 – 2.45 Sharing elevator pitches<br />2.45 – 3.30 Break<br />3.30 – 3.45 Plenary, next steps and close<br />
    154. 154. www.futurelab.org.uk<br />Dan Sutch dan.sutch@futurelab.org.uk<br />
    155. 155. Mobi Missions<br />Astroversity<br />Moovl<br />Enquiring Minds<br />Exploratree<br />My-E<br />Fizzees<br />Space Signpost<br />Ecolibrium<br />
    156. 156. Supporting Innovation in Schools<br />Education Eye .org.uk<br />tinyurl.com/FLinnovation<br />Flux.futurelab.org.uk <br />
    157. 157. www.beyondcurrenthorizons.org.ukwww.visionmapper.org.ukwww.powerleague.org.uk<br />
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