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Presentation and workshop on PE and ICT

Presentation and workshop on PE and ICT



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  • Neuro-engineering company emotiv developed headset that could enable thoughts and feelings to play computer games. Picks up electrical activity from brain and sends wirelessly to a computer. Not new – but needs no technician or loads of electrodes. Due to retail at less than $300
  • Need to consider a range of possibilities but also to think about what we want to persist. Range of possibilities about others becoming involved in education; sensors and more personal data; access to new information; more opportunity to author and have a say ‘voice’Changing role of institutions as information becomes less tied to ‘place’
  • Linking to experts (Skype etc to experts)SchoolOfEverythingSense VestPlayground design (Fountaineers)Prescribe a museum tripHealth and Wellbeing – how change playground beahaviourCoaching and mentoring with other groupsInter-school, inter-county (Break out for Two)Pedometers, accelerometers, arduino (cross D&T and PE)Football boot
  • Online ‘Free Skool’ Online brokering – bringing teachers and learners together, But everyone can be a teacher. All skills are valued, not just those that result in a qualification…
  • Prescription for Art is the latest initiative from Good Times: Art for older people at Dulwich Picture Gallery.Uses art to tackle loneliness and inertia. The gallery has teamed up with three local doctor’s surgeries to reach out to people otherwise missed. Nurses invite patients most at risk of isolation to creative workshops. Found that art can deliver a real tonic. Participants more positive, confident, concentrate more and forget aches and pains… Learn new skills, make friends and start to integrate back into community.
  • Other examples...

PE/ICT and BSF PE/ICT and BSF Presentation Transcript

  • Agenda
    10.00 - 10.30 What’s on the horizon of ICT
    10.30 - 10.45 Where are you know in your use of technology ?
    10.45 – 10.55 Feedback share best practice and excited/concerns
    10.55 – 11.15 What’s possible now?
    11.15 – 11.45 What if...?
    11.45 – 12.00 Feedback
  • Dan
  • Mobi Missions
    Enquiring Minds
    Space Signpost
  • The challenge…
    “We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam
  • 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
    probable, possible and preferable futures...
    Futurelab running the programme in partnership with DCSF
  • Scientific-technological trendsProfs Dave Cliff, Josie Fraser, Claire O’Malley
    Moore’s law continues
    Gordon Moore’s observation that the number of transistors on a chip doubles approximately every two years
    £1000 today = £31.50 in 2020 and £1 by 2030
    Device today = 32 times more powerful in 2020 and x1000 in 2030
    Once per decade disruptions
    Joel Birnbaum’s observation (1982) expected to hold true: mainframe – minicomputers – PC – internet – (cloud computing) - ?
    Cloud computing; ubiquitous computing; digital display technologies; tangible and haptic technologies
    What does this mean for how we remake our vision for education?
  • Speckled Computing
  • Mind control
  • Jabberwacky
  • Nuffield Design/Young Foresight project
    QTC is clever stuff.
    It comes as thin sheets or a powder.
    It can be built into textiles or fixed to hard surfaces.
    In a relaxed state it is a good insulator.
    When it is stretched, squashed or twisted it becomes a conductor.
    The harder you stretch, squash or twist it the better it conducts.
    It’s already been used in power tools and a robot hand.
    Phantom haptic
    The Haptic Cow is a virtual reality simulator developed to train veterinary students to palpate the bovine reproductive tract, to perform fertility examinations and to diagnose pregnancy. The simulator uses haptic (touch feedback) technology, which allows a user to interact with a 3D virtual environment through the sense of touch. When being trained with the Haptic Cow, the student palpates computer generated virtual objects resembling parts of the bovine reproductive tract. The teacher provides instruction and feedback while following the student's actions inside the cow on the computer monitor.
  • Videopaper
    Space Missions
    Keep Toolkit
  • So what does this mean for PE & Sport?
    Creation, Collaboration and Communication
    Role of parents and other adults in formal education
    New ways of interacting with digital media
    New relationships between adults and young people
    Weakening of institutional boundaries
    Learner voice and participation as pedagogy
    New relationships between formal, non-formal and informal learning
    Greater access to personal information
    New ways of gathering, presenting and sharing information
    More ubiquitous technology, highly personal and mobile
  • Where are you now?
    What is the ‘best practice’ you’re aware of using ICTs for PE/sport?
    Best examples to share?
    What excites, concerns, surprises you about what I’ve said so far?
    10.30 – 10.45 (then feedback couple of points each)
  • What’s possible now?
    Building from an aim/rationale
    The successful exploitation of ideas generated at the intersection of invention and insight, which leads to the creation of social or economic value.
    10.55 – 11.15
  • School of Everything
  • GOOD TIMES – Prescription for Art
  • reactable
  • Facebook app designed to encourage reflection on lifestyle choices
    Visualisation technologies applied to link short term activities with long term gains
  • Dartfish
    Wii fit, active and sports
  • Breakout for Two
  • Arduino and design
  • Creating a vision ... an example:
    What examples of ‘possible futures and next steps’ would help to articulate your vision for PE and Sport?
    Looking outside of school for inspiration
    Looking at technology for other possibilities
  • rationale
    Research evidence: young people aged 2 - 19
    * 40% boys and 60% of girls are doing less than 1 hours moderate exercise per day
    * 1/5 of boys and ¼ of girls are overweight or obese
    * The prevalence of obesity almost doubled among boys and increased by over a half among girls between 1995 and 2002.
    * One in 10 six-year-olds is obese. The total number of obese children has doubled since 1982. On present trends half of all children in England in 2020 could be obese.
    “Child obesity has doubled in a decade. Junk food and lack of exercise have created 'public health time-bomb'.”
    The Guardian Newspaper
    Forecasting Obesity to 2006. DoH 2006
    EU Platform on Diet, Physical Activity and Health
  • Current school practice
    Accelerometers used to motivate walking to school
  • Non-school practice
    Insurance company using bluetooth accelerometers to measure steps – reward given in lower insurance premiums
  • Possible futures
    (Physical Electronic Energisers)
  • what is it?
    A wearable technology that is a combination of dual sensor, processor, battery and screen.
    The screen shows a virtual pet (a Fizzee) that the young person is responsible for. The Fizzee’s maturation and health depends upon the actions of the young person.
    A website for further investigation, games, and comparisons

    * Accurate, personal health data
    * Easily interpretable data (Fizzee’s maturation and appearance)
    * Always on, ‘situated learning’ game
    * Individual, motivating, encouraging, informative
    …applied understanding
    Fizzees -
  • why this approach?
    Fitting physical activity into current lifestyles in relation to research into patterns of behaviour change.
    * play video games (immersive, empathetic, motivational)
    * nurture virtual pets (Tamagotchi etc)
    * compete, compare and share with peers
    * aspectual shape (game, learning tool, digital pet)
    … applied understanding …
    Fizzees -
  • What if ... ?
    Challenging our own ‘mindset’ about best ways to practice...
    Challenging our expectations of what a ‘school’ does...
    11.15 – 11.45
  • Plenary
    Three tools to support the next stage...
  • B.H.A.G.s
    When starting with a vision, make it bold. BHAGs (Big Hairy Audacious Goals)
    ‘Crush Adidas’ (Nike)
    ‘Every book, ever printed, in any language, all available in less than 60 seconds.’ (Amazon)
    What would your BHAG be?
    ‘To make healthy activity a part of every lesson’?
  • Title
  • Distance/Dependence model
    Barriers to change can be both based on resources and traditions
    What ‘institutional barriers’ may hinder your vision of practice?
    How would you achieve your aims outside of school?
  • Dan